0654 Y16 Sy

SYLLABUS
Cambridge IGCSE
Co-ordinated Sciences (Double Award)
0654
For examination in June and November 2016
Cambridge Secondary 2
Changes to syllabus for 2016

This syllabus has been updated. Significant changes to the syllabus are indicated by black vertical
lines either side of the text.
Please note that the format of the Period Table has changed in this version of the syllabus (2016) to
reflect current practice. The examination papers sat in 2016 will contain this version of the Periodic
Table.
Cambridge International Examinations retains the copyright on all its publications. Registered Centres are
permitted to copy material from this booklet for their own internal use. However, we cannot give permission
to Centres to photocopy any material that is acknowledged to a third party even for internal use within a
Centre.
IGCSE is the registered trademark of Cambridge International Examinations
Cambridge International Examinations 2014
Contents
1. Introduction .................................................................................................................... 2
1.1
1.2
1.3
1.4
1.5
Why choose Cambridge?

Why choose Cambridge IGCSE?
Why choose Cambridge IGCSE Co-ordinated Sciences (Double Award)?
Cambridge ICE (International Certificate of Education)
How can I find out more?
2. Teacher support.............................................................................................................. 5
2.1 Support materials
2.2 Resource lists
2.3 Training
3. Syllabus content at a glance ........................................................................................... 6

4. Assessment at a glance ............................................................................................... 10
5. Syllabus aims and assessment objectives ................................................................... 12
5.1
5.2
5.3
5.4
5.5
Aims
Assessment objectives
Scheme of assessment
Weightings
Conventions (e.g. signs, symbols, terminology and nomenclature)
6. Syllabus content ........................................................................................................... 18

6.1 Biology
6.2 Chemistry
6.3 Physics
7. Practical assessment .................................................................................................... 62

7.1 Paper 4: Coursework (School-based assessment of practical skills)
7.2 Paper 5: Practical Test
7.3 Paper 6: Alternative to Practical
8. Appendix....................................................................................................................... 72
8.1
8.2
8.3
8.4
8.5
8.6
8.7
Symbols, units and definitions of physical quantities

Electrical symbols
Notes for use in qualitative analysis
The Periodic Table of Elements
Grade descriptions
Mathematical requirements
Glossary of terms used in science papers
9. Other information ......................................................................................................... 79
Introduction
1.
Introduction
1.1 Why choose Cambridge?

Recognition
Cambridge International Examinations is the worlds largest provider of international education programmes
and qualifications for learners aged 5 to 19. We are part of Cambridge Assessment, a department of the
University of Cambridge, trusted for excellence in education. Our qualifications are recognised by the
worlds universities and employers.
Cambridge IGCSE (International General Certificate of Secondary Education) is internationally
recognised by schools, universities and employers as equivalent in demand to UK GCSEs. Learn more at
www.cie.org.uk/recognition
Excellence in education
Our mission is to deliver world-class international education through the provision of high-quality curricula,
assessment and services.
More than 9000 schools are part of our Cambridge learning community. We support teachers in over 160
countries who offer their learners an international education based on our curricula and leading to our
qualifications. Every year, thousands of learners use Cambridge qualifications to gain places at universities
around the world.
Our syllabuses are reviewed and updated regularly so that they reflect the latest thinking of international
experts and practitioners and take account of the different national contexts in which they are taught.
Cambridge programmes and qualifications are designed to support learners in becoming:
confident in working with information and ideas their own and those of others
responsible for themselves, responsive to and respectful of others
reflective as learners, developing their ability to learn
innovative and equipped for new and future challenges
engaged intellectually and socially, ready to make a difference
Support for teachers

A wide range of materials and resources is available to support teachers and learners in Cambridge schools.
Resources suit a variety of teaching methods in different international contexts. Through subject discussion
forums and training, teachers can access the expert advice they need for teaching our qualifications. More
details can be found in Section 2 of this syllabus and at www.cie.org.uk/teachers
Support for exams officers

Exams officers can trust in reliable, efficient administration of exams entries and excellent personal support
from our customer services. Learn more at www.cie.org.uk/examsofficers
Cambridge IGCSE Co-ordinated Sciences (Double Award) 0654. Syllabus for examination 2016.
Introduction
Not-for-profit, part of the University of Cambridge

We are a not-for-profit organisation where the needs of the teachers and learners are at the core of what we
do. We continually invest in educational research and respond to feedback from our customers in order to
improve our qualifications, products and services.
Our systems for managing the provision of international qualifications and education programmes for
learners aged 5 to 19 are certified as meeting the internationally recognised standard for quality
management, ISO 9001:2008. Learn more at www.cie.org.uk/ISO9001
1.2 Why choose Cambridge IGCSE?

Cambridge IGCSEs are international in outlook, but retain a local relevance. The syllabuses provide
opportunities for contextualised learning and the content has been created to suit a wide variety of schools,
avoid cultural bias and develop essential lifelong skills, including creative thinking and problem-solving.
Our aim is to balance knowledge, understanding and skills in our programmes and qualifications to enable
candidates to become effective learners and to provide a solid foundation for their continuing educational
journey.
Through our professional development courses and our support materials for Cambridge IGCSEs, we
provide the tools to enable teachers to prepare learners to the best of their ability and work with us in the
pursuit of excellence in education.
Cambridge IGCSEs are considered to be an excellent preparation for Cambridge International AS and
A Levels, the Cambridge AICE (Advanced International Certificate of Education) Group Award,
Cambridge Pre-U, and other education programmes, such as the US Advanced Placement program
and the International Baccalaureate Diploma programme. Learn more about Cambridge IGCSEs at
www.cie.org.uk/cambridgesecondary2
Guided learning hours

Cambridge IGCSE syllabuses are designed on the assumption that learners have about 130 guided learning
hours per subject over the duration of the course. As this is a double award the guided learning hours are
about 260 hours, but this is for guidance only. The number of hours required to gain the qualification may
vary according to local curricular practice and the learners prior experience of the subject.
1.3 Why choose Cambridge IGCSE Co-ordinated Sciences

(Double Award)?
A double award, Cambridge IGCSE Co-ordinated Sciences gives candidates the opportunity to study biology,
chemistry and physics within a scientifically coherent syllabus. Candidates learn about the basic principles
of each subject through a mix of theoretical and practical studies, while also developing an understanding of
the scientific skills essential for further study.
Candidates learn how science is studied and practised, and become aware that the results of scientific
research can have both good and bad effects on individuals, communities and the environment. As well as
focusing on the individual sciences, the syllabus enables candidates to better understand the technological
world they live in, and take an informed interest in science and scientific developments.
Introduction
The syllabus is aimed at candidates across a very wide range of attainments, and will allow them to show
success over the full range of grades from A*A* to GG.
The syllabus is part of a suite of Cambridge IGCSE Sciences. One particular feature of the Co-ordinated
Sciences (Double Award) is that it is a subset of the separate sciences (Triple Award) and that Combined
Science (Single Award) is a subset of the Co-ordinated Sciences. This enables co-teaching of Cambridges
Science courses which allows Centres greater flexibility in timetabling, teaching and also entering
candidates for the most appropriate examination.
Prior learning
We recommend that candidates who are beginning this course should have previously studied a science
curriculum such as that of the Cambridge Lower Secondary Programme or equivalent national educational
frameworks. Candidates should also have adequate mathematical skills for the content contained in this
syllabus.
Progression
Cambridge IGCSE Certificates are general qualifications that enable candidates to progress either directly to
employment, or to proceed to further qualifications.
Candidates who are awarded grades CC to A*A* in Cambridge IGCSE Co-ordinated Sciences are well
prepared to follow courses leading to Cambridge International AS and A Level sciences, or the equivalent.
1.4 Cambridge ICE (International Certificate of Education)

Cambridge ICE is a group award for Cambridge IGCSE. It gives schools the opportunity to benefit
from offering a broad and balanced curriculum by recognising the achievements of learners who pass
examinations in at least seven subjects. To qualify for the Cambridge ICE award learners are required to
have studied subjects from five groups: two languages from Group 1, and one subject from each of the
remaining four groups. The seventh subject can be taken from any of the five subject groups.
Co-ordinated Sciences (Double Award) is in Group 3, Science.
Learn more about Cambridge ICE at www.cie.org.uk/cambridgesecondary2
The Cambridge ICE is awarded from examinations administered in the June and November series each year.
1.5 How can I find out more?

If you are already a Cambridge school
You can make entries for this qualification through your usual channels. If you have any questions, please
contact us at info@cie.org.uk
If you are not yet a Cambridge school

Learn about the benefits of becoming a Cambridge school at www.cie.org.uk/startcambridge. Email us at
info@cie.org.uk to find out how your organisation can register to become a Cambridge school.
Teacher support
2.
Teacher support
2.1 Support materials

Cambridge syllabuses, past question papers and examiner reports to cover the last examination series are
on the Syllabus and Support Materials DVD, which we send to all Cambridge schools.
You can also go to our public website at www.cie.org.uk/igcse to download current and future syllabuses
together with specimen papers or past question papers and examiner reports from one series.
For teachers at registered Cambridge schools a range of additional support materials for specific
syllabuses is available from Teacher Support, our secure online support for Cambridge teachers. Go to
http://teachers.cie.org.uk (username and password required).
2.2 Resource lists

We work with publishers providing a range of resources for our syllabuses including textbooks, websites,
CDs, etc. Any endorsed, recommended and suggested resources are listed on both our public website and
on Teacher Support.
The resource lists can be filtered to show all resources or just those which are endorsed or recommended
by Cambridge. Resources endorsed by Cambridge go through a detailed quality assurance process and are
written to align closely with the Cambridge syllabus they support.
2.3 Training
We offer a range of support activities for teachers to ensure they have the relevant knowledge and skills to
deliver our qualifications. See www.cie.org.uk/events for further information.
Syllabus content at a glance
3.
B1.
Characteristics of living organisms
B2.
Cells
2.1
2.2
Cell structure
Movement in and out of cells
B3.
Enzymes
B4.
Nutrition
4.1
4.2
4.3
B5.
Transportation
5.1
5.2
B6.
Nervous control in humans

Hormones
Tropic responses
Homeostasis
Reproduction
8.1
8.2
8.3
B9.
Aerobic and anaerobic respiration

Gas exchange
Co-ordination and response

7.1
7.2
7.3
7.4
B8.
Transport in plants
Transport in humans
Respiration
6.1
6.2
B7.
Nutrients
Plant nutrition
Animal nutrition
Asexual and sexual reproduction

Sexual reproduction in plants
Sexual reproduction in humans
Inheritance
9.1
9.2
9.3
9.4
Chromosomes and genes

Cell division
Monohybrid inheritance
Variation and selection
B10. Energy flow in ecosystems

B11. Human influences on the ecosystem
C1.
The particulate nature of matter
C2.
Experimental techniques
2.1
Methods of separation and purification
C3.
Atoms, elements and compounds

3.1
3.2
3.3
3.4
3.5
3.6
C4.
Physical and chemical changes

Elements, compounds and mixtures
Atomic structure and the Periodic Table
Ions and ionic bonds
Molecules and covalent bonds
Giant structures
Stoichiometry
4.1
The mole concept
C5.
Electricity and chemistry
C6.
Energy changes in chemical reactions

6.1
C7.
Chemical reactions
7.1
7.2
C8.
Speed of reaction
Redox
Acids, bases and salts

8.1
8.2
8.3
8.4
C9.
Energetics of a reaction
The characteristic properties of acids and bases

Types of oxides
Preparation of salts
Identification of ions and gases
The Periodic Table

9.1
9.2
9.3
9.4
Periodic trends
Group properties
Transition elements
Noble gases
C10. Metals
10.1
10.2
10.3
10.4
Properties of metals
Reactivity series
Extraction of metals
Uses of metals
C11. Air and water

C12. Sulfur
C13. Carbonates
C14. Organic chemistry
14.1
14.2
14.3
14.4
14.5
14.6
14.7
Fuels
Introduction to organic compounds
Hydrocarbons
Alcohols
Macromolecules
Synthetic polymers
Natural macromolecules
P1.
Motion
P2.
Matter and forces

2.1
2.2
2.3
2.4
P3.
Energy, work and power

3.1
3.2
3.3
3.4
P4.
General wave properties
Light
8.1
8.2
8.3
8.4
P9.
Conduction
Convection
Radiation
Consequences of energy transfer
Waves
7.1
P8.
Thermal expansion of solids, liquids and gases

Thermal capacity
Melting and boiling
Transfer of thermal energy

6.1
6.2
6.3
6.4
P7.
States of matter
Molecular model
Evaporation
Pressure changes
Matter and thermal properties

5.1
5.2
5.3
P6.
Energy
Energy resources
Work
Power
Simple kinetic molecular model of matter

4.1
4.2
4.3
4.4
P5.
Mass and weight

Density
Effects of forces
Pressure
Reflection of light
Refraction of light
Thin converging lens
Dispersion of light
Electromagnetic spectrum
P10. Sound
P11. Magnetism
P12. Electricity
12.1
12.2
12.3
12.4
12.5
12.6
Electrical quantities
Electric charge
Current, electromotive force and potential difference
Resistance
Electrical energy
Dangers of electricity
P13. Electric circuits

13.1 Circuit diagrams
13.2 Series and parallel circuits
13.3 Action and use of circuit components
P14. Electromagnetic effects
14.1
14.2
14.3
14.4
14.5
14.6
Electromagnetic induction
a.c. generator
Transformer
The magnetic effect of a current
Force on a current-carrying conductor
d.c. motor
P15. Radioactivity
15.1
15.2
15.3
15.4
15.5
15.6
15.7
Detection of radioactivity
Characteristics of the three kinds of emission
Radioactive decay
Half-life
Safety precautions
The nuclear atom
Isotopes
Assessment at a glance
4.
Candidates are awarded grades A*A* to GG.

Candidates expected to achieve grades DD, EE, FF or GG study the core syllabus content only and are
eligible for grades CC to GG.
Candidates expected to achieve grades CC or higher should study the core and supplementary syllabus
content.
All candidates must enter for three papers.
Candidates take:
Paper 1
(30% of total marks)
(45 minutes)
A multiple choice paper consisting of 40 items of the four-choice type.
and either:
Paper 2
or:
Paper 3
(2 hours)
(2 hours)
Core curriculum Grades C to G available
Extended curriculum Grades A* to G available
Core theory paper consisting of short-answer

and structured questions, based on the core
curriculum.
Extended theory paper consisting of

short-answer and structured questions. The
questions will be based on all of the material,
both from the core and supplement, and
will allow candidates across the full ability
range to demonstrate their knowledge and
understanding.
and:
Practical assessment
either:
Paper 4

Coursework
or:
Paper 5
Practical Test (2 hours)
or:
Paper 6
Alternative to Practical (1 hour)
Availability
This syllabus is examined in the June and November examination series.
This syllabus is available to private candidates.
Detailed timetables are available from www.cie.org.uk/examsofficers
10
Centres in the UK that receive government funding are advised to consult the Cambridge website
www.cie.org.uk for the latest information before beginning to teach this syllabus.
Combining this with other syllabuses

Candidates can combine this syllabus in an examination series with any other Cambridge syllabus, except:
syllabuses with the same title at the same level
0610 Cambridge IGCSE Biology
0620 Cambridge IGCSE Chemistry
0625 Cambridge IGCSE Physics
0652 Cambridge IGCSE Physical Science
0653 Cambridge IGCSE Combined Science
5054 Cambridge O Level Physics
5070 Cambridge O Level Chemistry
5090 Cambridge O Level Biology
5129 Cambridge O Level Combined Science
Please note that Cambridge IGCSE, Cambridge International Level 1/Level 2 Certificate and Cambridge
O Level syllabuses are at the same level.
11
Syllabus aims and assessment objectives
5.
5.1 Aims
The aims of the syllabus below are not listed in order of priority.
The aims are:
1. to provide a worthwhile educational experience for all candidates, through well-designed studies of
experimental and practical science, whether or not they go on to study science beyond this level. In
particular, candidates studies should enable them to acquire understanding and knowledge of the
concepts, principles and applications of biology, chemistry and physics and, where appropriate, other
related sciences so that they may
become confident citizens in a technological world, able to take or develop an informed interest in
matters of scientific importance
recognise the usefulness, and limitations, of scientific method and appreciate its applicability in other
disciplines and in everyday life
be suitably prepared for studies beyond Cambridge IGCSE in pure science, in applied sciences or in
science-dependent vocational courses
2. to develop abilities and skills that
are relevant to the study and practice of science
are useful in everyday life
encourage safe practice
encourage effective communication
3. to stimulate
curiosity, interest and enjoyment in science and its methods of enquiry
interest in, and care for, the environment
4. to promote an awareness that
the study and practice of science are co-operative and cumulative activities subject to social,
economic, technological, ethical and cultural influences and limitations
the applications of science may be both beneficial and detrimental to the individual, the community
and the environment
the concepts of science are of a developing and sometimes transient nature
science transcends national boundaries and that the language of science is universal
In addition to these general aims, Cambridge IGCSE Co-ordinated Sciences seeks:

5. to emphasise that some principles and concepts are common to all science, while others are more
particular to the separate sciences of biology, chemistry and physics
6. to promote interdisciplinary enquiry through practical investigations and through the co-ordination of the
subject matter of the three separate sciences
12
5.2 Assessment objectives

The three assessment objectives in Co-ordinated Sciences are:
A
Knowledge with understanding
Handling information and problem solving
Experimental skills and investigations
A description of each assessment objective follows.
Knowledge with understanding
Students should be able to demonstrate knowledge and understanding in relation to:
scientific phenomena, facts, laws, definitions, concepts and theories
scientific vocabulary, terminology and conventions (including symbols, quantities and units)
scientific instruments and apparatus, including techniques of operation and aspects of safety
scientific quantities and their determination
scientific and technological applications with their social, economic and environmental implications
The curriculum content defines the factual material that candidates may be required to recall and explain.
Questions testing this will often begin with one of the following words: define, state, describe, explain or
outline.
Handling information and problem solving
Students should be able, using words or other written forms of presentation (i.e. symbolic, graphical and
numerical), to:
locate, select, organise and present information from a variety of sources
translate information from one form to another
manipulate numerical and other data
use information to identify patterns, report trends and draw inferences
present reasoned explanations for phenomena, patterns and relationships
make predictions and hypotheses
solve problems
These skills cannot be precisely specified in the curriculum content, because questions testing such
skills are often based on information which is unfamiliar to the candidate. In answering such questions,
candidates are required to use principles and concepts in the syllabus and apply them in a logical, deductive
manner to a new situation. Questions testing these skills will often begin with one of the following words:
discuss, predict, suggest, calculate or determine.
13
Experimental skills and investigations
Students should be able to:
use techniques, apparatus and materials (including the following of a sequence of instructions where
appropriate)
make and record observations, measurements and estimates
interpret and evaluate experimental observations and data
plan investigations and/or evaluate methods, and suggest possible improvements (including the
selection of techniques, apparatus and materials)
5.3 Scheme of assessment

All candidates must enter for three papers: Paper 1; either Paper 2 or Paper 3; one from Papers 4, 5 or 6.
Candidates who have only studied the core syllabus content or who are expected to achieve grade DD or
below should normally be entered for Paper 2.
Candidates who have studied the extended syllabus content, and who are expected to achieve grade CC or
above, should be entered for Paper 3.
14
Candidates take:
Paper 1
(45 minutes)
A multiple choice paper consisting of 40 items of the four-choice type.
The questions will be based on the core syllabus content, will be of a difficulty appropriate to grades C
to G, and will test skills mainly in Assessment Objectives A and B.
and either:
Paper 2
or:
Paper 3
(2 hours)
(2 hours)
Core curriculum Grades C to G available
Extended curriculum Grades A* to G available
Core theory paper consisting of short-answer

and structured questions, based on the core
curriculum.
Extended theory paper consisting of

short-answer and structured questions. The
questions will be based on all of the material,
from both the core and supplement, and
will allow candidates to demonstrate their
knowledge and understanding.
The questions will be of a difficulty appropriate

to grades C to G and will test skills mainly in
Assessment Objectives A and B.
The questions will be of a difficulty appropriate

to the higher grades and will test skills mainly
in Assessment Objectives A and B.
120 marks
120 marks
and:
Practical assessment *
either:
Paper 4
Coursework a school-based assessment of practical skills **
or:
Paper 5
Practical Test (2 hours) with questions covering experimental and

observational skills
or:
Paper 6
Alternative to Practical (1 hour) a written paper designed to test familiarity

with laboratory based procedures
Scientific subjects are, by their nature, experimental. So, it is important that an assessment of a
candidates knowledge and understanding of science should contain a component relating to practical
work and experimental skills (see Assessment Objective C). Because schools and colleges have
different circumstances such as the availability of resources three different means of assessment
are provided: school-based assessment, a formal practical test and an alternative to practical paper.
** Teachers may not undertake school-based assessment without the written approval of Cambridge. This
will only be given to teachers who satisfy Cambridge requirements concerning moderation and they will
have to undergo special training in assessment before entering candidates. Cambridge offers schools
in-service training in the form of occasional face-to-face courses held in countries where there is a need,
and also through the Cambridge IGCSE Coursework Training Handbook, available from Cambridge
Publications.
NB The Periodic Table will be included in Papers 1, 2 and 3.
15
5.4 Weightings
The approximate weightings allocated to each of the assessment objectives in the assessment model are
summarised in the table below.
Assessment objective
Weighting
A Knowledge with understanding
50% (not more than 25% recall)
B Handling information and problem solving
30%
C Experimental skills and investigations
20%
The relationship between the assessment objectives and the scheme of assessment is set out in the table
below. All the figures given below are for guidance only and have a tolerance of 2%.
Assessment objective
Paper 1
(%)
Paper 2 or 3
(%)
Paper 4, 5 or 6
(%)
Whole
assessment (%)
A Knowledge with
understanding
20
30
50
B Handling information
and problem solving
10
20
30
20
20
C Experimental skills and

investigations
16
5.5 Conventions (e.g. signs, symbols, terminology and

nomenclature)
Syllabuses and question papers will conform with generally accepted international practice.
In particular, attention is drawn to the following documents, published in the UK, which will be used as
guidelines.
(a) Reports produced by the Association for Science Education (ASE):
SI Units, Signs, Symbols and Abbreviations (1981)
Chemical Nomenclature, Symbols and Terminology for use in school science (1985)
Signs, Symbols and Systematics: The ASE Companion to 1619 Science (2000)
(b) Reports produced by the Society of Biology (in association with the ASE):
Biological Nomenclature, Standard terms and expressions used in the teaching of biology
Fourth Edition (2009)
Litre/dm3
To avoid any confusion concerning the symbol for litre, dm3 will be used in place of l or litre.
Decimal markers
In accordance with current ASE convention, decimal markers in examination papers will be a single dot on
the line. Candidates are expected to follow this convention in their answers.
Numbers
Numbers from 1000 to 9999 will be printed without commas or spaces. Numbers greater than or equal to
10 000 will be printed without commas. A space will be left between each group of three whole numbers,
e.g. 4 256 789.
Experimental work
Experimental work is an essential component of all science. Experimental work within science education
gives candidates first-hand experience of phenomena
enables candidates to acquire practical skills
provides candidates with the opportunity to plan and carry out investigations into practical problems
This can be achieved by individual or group experimental work, or by demonstrations which actively involve
the candidates.
17
Syllabus content
6.
Syllabus content
The syllabus content that follows is divided into three sections: Biology (B1B11), Chemistry (C1C14) and
Physics (P1P15). Candidates must study all three sections.
Candidates can follow either the core curriculum only, or they can follow the extended syllabus which
includes both the core and the supplement. Candidates aiming for grades A*A* to CC should follow the
extended syllabus.
Note:
1. The syllabus content is designed to provide guidance to teachers as to what will be assessed in the
overall evaluation of the candidate. It is not meant to limit, in any way, the teaching programme of any
particular school or college.
2. The content is set out in topic areas within biology, chemistry and physics. Each topic area is divided
into a number of sections. The left-hand column provides amplification of the core content, which all
candidates must study. The right-hand column outlines the supplementary content, which should be
studied by candidates following the extended syllabus content.
The syllabus content below is a guide to the areas on which candidates are assessed.
It is important that, throughout this course, teachers should make candidates aware of the relevance of the
concepts studied to everyday life, and to the natural and man-made worlds.
In particular, attention should be drawn to:
the finite nature of the worlds resources, the impact of human activities on the environment, and the
need for recycling and conservation
economic considerations for agriculture and industry, such as the availability and cost of raw materials
and energy
the importance of natural and man-made materials, including chemicals, in both industry and everyday
life
Specific content has been limited in order to encourage this approach, and to allow flexibility in the design
of teaching programmes. Cambridge provides science schemes of work which teachers may find helpful;
these can be found on the Cambridge Teacher Support website.
18
Syllabus content
6.1 Biology
Core
Supplement
B1. Characteristics of living organisms

1
List and describe the characteristics of

living organisms.
Define the terms:
nutrition as taking in of nutrients which

are organic substances and mineral
ions, containing raw materials or energy
for growth and tissue repair, absorbing
and assimilating them,
excretion as removal from organisms of

toxic materials, the waste products of
metabolism (chemical reactions in cells
including respiration) and substances in
excess of requirements,
respiration as the chemical reactions

that break down nutrient molecules in
living cells to release energy,
sensitivity as the ability to detect or

sense changes in the environment
(stimuli) and to make responses,
reproduction as the processes that

make more of the same kind of
organism,
growth as a permanent increase in size

and dry mass by an increase in cell
number or cell size or both,
movement as an action by an organism

or part of an organism causing a change
of position or place.
19
Syllabus content
Core
Supplement
B2. Cells
2.1 Cell structure
1
State that living organisms are made of

cells.
Identify and describe the structure of a

plant cell (palisade cell) and an animal cell
(liver cell), as seen under a light microscope.
Describe the differences in structure

between typical animal and plant cells.
Relate the structures seen under the light

microscope in the plant cell and in the
animal cell to their functions.
Relate the structure of the following to their

functions
Calculate magnification and size of

biological specimens using millimetres as
units.
red blood cells transport,
root hair cells absorption.
2.2 Movement in and out of cells
20
Define diffusion as the net movement of

molecules from a region of their higher
concentration to a region of their lower
concentration down a concentration
gradient, as a result of their random
movement.
Describe the importance of diffusion

of gases and solutes and of water as a
solvent.
Define osmosis as the diffusion of water

molecules from a region of their higher
concentration (dilute solution) to a region
of their lower concentration (concentrated
solution), through a partially permeable
membrane.
Describe the importance of osmosis in the

uptake of water by plants, and its effects
on plant and animal tissues.
Describe and explain the importance of a

water potential gradient in the uptake of
water by plants.
Syllabus content
Core
Supplement
B3. Enzymes
1
Define enzymes as proteins that function

as biological catalysts.
Investigate and describe the effect of

changes in temperature and pH on enzyme
activity.
Explain the effect of changes in

temperature and pH on enzyme activity.
Define nutrition as taking in of nutrients

which are organic substances and mineral
ions, containing raw materials or energy
for growth and tissue repair, absorbing and
assimilating them.
Describe the use of microorganisms in the

manufacture of yoghurt.
B4. Nutrition
4.1 Nutrients
1
List the chemical elements that make up:
carbohydrates,
fats,
proteins.
Describe the structure of large molecules

made from smaller basic units, i.e.
simple sugars to starch and glycogen,
amino acids to proteins,
fatty acids and glycerol to fats and oils.
Describe tests for:
starch (iodine solution),
reducing sugars (Benedicts solution),
protein (biuret test),
fats (ethanol).
List the principal sources of, and describe

the importance of:
carbohydrates,
fats,
proteins,
vitamins (C and D only),
mineral salts (calcium and iron only),
fibre (roughage),
water.
Describe the deficiency symptoms for:
vitamins (C and D only),
mineral salts (calcium and iron only).
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4.2 Plant nutrition

1
Define photosynthesis as the fundamental

process by which plants manufacture
carbohydrates from raw materials using
energy from light.
Explain that chlorophyll traps light energy

and converts it into chemical energy for
the formation of carbohydrates and their
subsequent storage.
State the word equation for the production

of simple sugars and oxygen.
State the balanced equation for

photosynthesis in symbols
light
6CO2 + 6H2O chlorophyll C6H12O6 + 6O2
Investigate the necessity for chlorophyll,

light and carbon dioxide for photosynthesis,
using appropriate controls.
Investigate and state the effect of varying

light intensity on the rate of photosynthesis
(e.g. in submerged aquatic plants).
Describe the intake of carbon dioxide and

water by plants.
Identify and label the cuticle, cellular and

tissue structure of a dicotyledonous leaf,
as seen in cross-section under the light
microscope and describe the significance of
the features of a leaf in terms of functions,
to include:
distribution of chloroplasts
photosynthesis,
stomata and mesophyll cells gas

exchange,
vascular bundles (xylem and phloem)

transport and support.
Describe the importance of:
nitrate ions for protein synthesis,
10 Explain the effects of nitrate ion and

magnesium ion deficiency on plant growth.
magnesium ions for chlorophyll

synthesis.
11 Describe the uses, and the dangers of

overuse, of nitrogen-containing fertilisers.
4.3 Animal nutrition
22
State what is meant by the term balanced

diet and describe a balanced diet related to
age, sex and activity of an individual.
Define ingestion as taking substances

(e.g. food, drink) into the body through the
mouth.
Define egestion as passing out of food that

has not been digested, as faeces, through
the anus.
Describe the effects of malnutrition in

relation to starvation, coronary heart
disease, constipation and obesity.
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Identify the main regions of the alimentary

canal and associated organs including
mouth, salivary glands, oesophagus,
stomach, small intestine: duodenum and
ileum, pancreas, liver, gall bladder, large
intestine: colon and rectum, anus.
Describe the functions of the regions

of the alimentary canal listed above, in
relation to ingestion, digestion, absorption,
assimilation and egestion of food.
Define digestion as the break-down of

large, insoluble food molecules into small,
water-soluble molecules using mechanical
and chemical processes.
Identify the types of human teeth and

describe their structure and functions.
State the causes of dental decay and

describe the proper care of teeth.
10 State the significance of chemical digestion

in the alimentary canal in producing small,
soluble molecules that can be absorbed.
11 Outline the role of bile in emulsifying fats,

to increase the surface area for the action
of enzymes.
12 State where, in the alimentary canal,

amylase, protease and lipase enzymes are
secreted.
13 State the functions of a typical amylase, a
protease and a lipase, listing the substrate
and end-products.
14 Define absorption as movement of
digested food molecules through the wall
of the intestine into the blood.
15 Describe the significance of villi in

increasing the internal surface area of the
small intestine.
16 Identify the small intestine as the region for

the absorption of digested food.
17 Describe the structure of a villus, including

the role of capillaries and lacteals.
18 Describe the role of the liver in

the metabolism of glucose
(glucose glycogen).
19 Describe the role of fat as an energy
storage substance.
23
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B5. Transportation
5.1 Transport in plants
1
State the functions of xylem and phloem.
Identify the positions of xylem and phloem

tissues as seen in transverse sections of
unthickened, herbaceous, dicotyledonous
roots, stems and leaves.
Identify root hair cells, as seen under the

light microscope, and state their functions.
State the pathway taken by water through

root, stem and leaf (root hair, root cortex
cells, xylem, mesophyll cells).
Investigate, using a suitable stain, the

pathway of water through the
above-ground parts of a plant.
Relate the structure and functions of root

hairs to their surface area and to water and
ion uptake.
Define transpiration as evaporation of water

at the surfaces of the mesophyll cells
followed by loss of water vapour from plant
leaves, through the stomata.
Describe how water vapour loss is related

to cell surfaces, air spaces and stomata.
Describe the effects of variation of

temperature, humidity and light intensity on
transpiration rate.
10 Explain the mechanism of water uptake

and movement in terms of transpiration
producing a tension (pull) from above,
creating a water potential gradient in the
xylem, drawing cohesive water molecules
up the plant.
11 Define translocation in terms of the
movement of sucrose and amino acids in
phloem;
from regions of production to regions
of storage OR to regions of utilisation in
respiration or growth.
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5.2 Transport in humans

1
Describe the circulatory system as a

system of tubes with a pump and valves to
ensure one-way flow of blood.
Describe double circulation in terms of a

low pressure circulation to the lungs and
a high pressure circulation to the body
tissues and relate these differences to the
different functions of the two circuits.
Describe the structure of the heart

including the muscular wall and septum,
atria, ventricles, valves and associated
blood vessels.
Describe coronary heart disease in terms

of the blockage of coronary arteries and
state the possible causes (diet, stress and
smoking) and preventive measures.
Describe the function of the heart in terms

of muscular contraction and the working of
the valves.
Investigate the effect of physical activity on

pulse rate.
Investigate, state and explain the effect of

physical activity on pulse rate.
Name the main blood vessels to and from

the heart, lungs, liver and kidney.
Describe the structure and functions of

arteries, veins and capillaries.
10 Explain how structure and function are

related in arteries, veins and capillaries.
11 Identify red and white blood cells as

seen under the light microscope on
prepared slides, and in diagrams and
photomicrographs.
12 List the components of blood as red blood
cells, white blood cells, platelets and
plasma.
13 State the functions of blood:
red blood cells haemoglobin and

oxygen transport,
white blood cells phagocytosis and

antibody formation,
platelets causing clotting (no details),
plasma transport of blood cells, ions,

soluble nutrients, hormones and carbon
dioxide.
14 Describe the immune system in terms of

antibody production, tissue rejection and
phagocytosis.
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B6. Respiration
6.1 Aerobic and anaerobic respiration
1
Define respiration as the chemical reactions

that break down nutrient molecules in living
cells to release energy.
State the uses of energy in the body of

humans: muscle contraction, protein
synthesis, cell division, growth, the passage
of nerve impulses and the maintenance of a
constant body temperature.
State the word equation for aerobic

respiration.
Define aerobic respiration as the release of

a relatively large amount of energy in cells
by the breakdown of food substances in
the presence of oxygen.
State the equation for aerobic respiration

using symbols
(C6H12O6 + 6O2 6CO2 + 6H2O).
Define anaerobic respiration as the release

of a relatively small amount of energy by
the breakdown of food substances in the
absence of oxygen.
State the word equation for anaerobic

respiration in muscles during hard
exercise (glucose lactic acid) and
the microorganism yeast
(glucose alcohol + carbon dioxide).
Describe the effect of lactic acid in muscles

during exercise (include oxygen debt in
outline only).
Describe the role of anaerobic respiration in

yeast during brewing and bread-making.
10 Compare aerobic respiration and anaerobic

respiration in terms of relative amounts of
energy released.
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6.2 Gas exchange

1
Identify on diagrams and name the larynx,

trachea, bronchi, bronchioles, alveoli and
associated capillaries.
State the differences in composition

between inspired and expired air.
Use limewater as a test for carbon

dioxide to investigate the differences in
composition between inspired and expired
air.
Investigate and describe the effects of

physical activity on rate and depth of
breathing.
List the features of gas exchange surfaces

in animals.
Explain the role of mucus and cilia in

protecting the gas exchange system from
pathogens and particles.
Describe the effects of tobacco smoke and

its major toxic components (tar, nicotine,
carbon monoxide, smoke particles) on the
gas exchange system.
Explain the effects of physical activity on

rate and depth of breathing.
Describe the structure and function of the

eye, including accommodation and pupil
reflex.
B7. Co-ordination and response

7.1 Nervous control in humans
1
Describe the human nervous system in

terms of the central nervous system (brain
and spinal cord as areas of co-ordination)
and the peripheral nervous system which
together serve to co-ordinate and regulate
body functions.
Identify motor (effector), relay (connector)

and sensory neurones from diagrams.
Describe a simple reflex arc in terms of

sensory, relay and motor neurones, and a
reflex action as a means of automatically
and rapidly integrating and co-ordinating
stimuli with responses.
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7.2 Hormones
1
Define a hormone as a chemical substance,

produced by a gland, carried by the blood,
which alters the activity of one or more
specific target organs and is then destroyed
by the liver.
State the role of the hormone adrenaline in

the chemical control of metabolic activity,
including increasing the blood glucose
concentration and pulse rate.
Give examples of situations in which

adrenaline secretion increases.
Compare nervous and hormonal control

systems.
Explain the chemical control of plant

growth by auxins including geotropism and
phototropism in terms of auxins regulating
differential growth.
Explain the concept of control by negative

feedback.
Describe the control of the glucose content

of the blood by the liver, and by insulin and
glucagon from the pancreas.
7.3 Tropic responses

1
Define and investigate geotropism (as a

response in which a plant grows towards or
away from gravity) and phototropism (as a
response in which a plant grows towards or
away from the direction from which light is
coming).
7.4 Homeostasis
28
Define homeostasis as the maintenance of

a constant internal environment.
Identify, on a diagram of the skin: hairs,

sweat glands, temperature receptors, blood
vessels and fatty tissue.
Describe the maintenance of a constant

body temperature in humans in terms
of insulation and the role of temperature
receptors in the skin, sweating, shivering,
vasodilation and vasoconstriction of
arterioles supplying skin-surface capillaries
and the co-ordinating role of the brain.
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B8. Reproduction
8.1 Asexual and sexual reproduction
1
Define asexual reproduction as the process

resulting in the production of genetically
identical offspring from one parent.
Discuss the advantages and disadvantages

to a species of asexual reproduction.
Define sexual reproduction as the process

involving the fusion of haploid nuclei to
form a diploid zygote and the production of
genetically dissimilar offspring.
Discuss the advantages and disadvantages

to a species of sexual reproduction.
Use a hand lens to identify and describe

the anthers and stigmas of one, locally
available, named, wind-pollinated flower.
8.2 Sexual reproduction in plants

1
Identify and draw, using a hand lens if

necessary, the sepals, petals, stamens,
anthers, carpels, ovaries and stigmas
of one, locally available, named, insectpollinated, dicotyledonous flower, and
examine the pollen grains under a light
microscope or in photomicrographs.
State the functions of the sepals, petals,

anthers, stigmas and ovaries.
Candidates should expect to apply their

understanding of the flowers they have
studied to unfamiliar flowers.
Define pollination as the transfer of pollen

grains from the male part of the plant
(anther of stamen) to the female part of the
plant (stigma).
Name the agents of pollination.
Compare the different structural

adaptations of insect-pollinated and
wind-pollinated flowers.
Investigate and state the environmental

conditions that affect germination of seeds:
requirement for water and oxygen, suitable
temperature.
Investigate and describe the structure of

a non-endospermic seed in terms of the
embryo (radicle, plumule and cotyledons)
and testa, protected by the fruit.
10 State that seed and fruit dispersal by

wind and by animals provides a means of
colonising new areas.
11 Describe, using named examples, seed and
fruit dispersal by wind and by animals.
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8.3 Sexual reproduction in humans

1
Identify on diagrams of the male

reproductive system, the testes, scrotum,
sperm ducts, prostate gland, urethra and
penis, and state the functions of these
parts.
Identify on diagrams of the female

reproductive system, the ovaries, oviducts,
uterus, cervix and vagina, and state the
functions of these parts.
Describe the menstrual cycle in terms of

changes in the uterus and ovaries.
Describe fertilisation in terms of the joining

of the nuclei of male gamete (sperm) and
the female gamete (egg).
Outline early development of the zygote

simply in terms of the formation of a ball of
cells that becomes implanted in the wall of
the uterus.
10 Describe the methods of transmission

of human immunodeficiency virus (HIV),
and the ways in which HIV / AIDS can be
prevented from spreading.
30
Compare male and female gametes in

terms of size, numbers and mobility.
Indicate the functions of the amniotic sac

and amniotic fluid.
Describe the function of the placenta and

umbilical cord in relation to exchange of
dissolved nutrients, gases and excretory
products (no structural details are required).
Describe the advantages and disadvantages

of breast-feeding compared with
bottle-feeding using formula milk.
11 Outline how HIV affects the immune

system in a person with HIV / AIDS.
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B9. Inheritance
9.1 Chromosomes and genes
1
Define inheritance as the transmission of

genetic information from generation to
generation.
Define the terms:
chromosome as a thread of DNA, made

up of a string of genes,
gene as a length of DNA that is the

unit of heredity and codes for a specific
protein. A gene may be copied and
passed on to the next generation,
Define the terms:
haploid nucleus as a nucleus containing

a single set of unpaired chromosomes
(e.g. sperm and egg),
diploid nucleus as a nucleus containing

two sets of chromosomes (e.g. in body
cells).
allele as any of two or more alternative

forms of a gene.
Describe the inheritance of sex in humans

(XX and XY chromosomes).
9.2 Cell division

1
Define mitosis as nuclear division giving

rise to genetically identical cells in which
the chromosome number is maintained
by the exact duplication of chromosomes
(details of stages are not required).
State the role of mitosis in growth, repair of

damaged tissues, replacement of worn out
cells and asexual reproduction.
Define meiosis as reduction division in

which the chromosome number is halved
from diploid to haploid (details of stages are
not required).
State that gametes are the result of

meiosis.
State that meiosis results in genetic

variation so the cells produced are not all
genetically identical.
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9.3 Monohybrid inheritance

1
32
Define the terms:
genotype as the genetic makeup of an

organism in terms of the alleles present
(e.g. Tt or GG),
phenotype as the physical or other

features of an organism due to both its
genotype and its environment (e.g. tall
plant or green seed),
homozygous as having two identical

alleles of a particular gene (e.g. TT
or gg). Two identical homozygous
individuals that breed together will be
pure-breeding,
heterozygous as having two different

alleles of a particular gene (e.g. Tt or
Gg), not pure-breeding,
dominant as an allele that is expressed

if it is present (e.g. T or G),
recessive as an allele that is only

expressed when there is no dominant
allele of the gene present (e.g. t or g).
Calculate and predict the results of

monohybrid crosses involving 1 : 1 and 3 : 1
ratios.
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9.4 Variation and selection

1
State that continuous variation is influenced

by genes and environment, resulting
in a range of phenotypes between two
extremes, e.g. height in humans.
State that discontinuous variation is caused

by genes alone and results in a limited
number of distinct phenotypes with no
intermediates, e.g. A, B, AB and O blood
groups in humans.
Define mutation as a change in a gene or

chromosome.
Outline the effects of ionising radiation on

the rate of mutation.
Describe the role of artificial selection

in the production of varieties of animals
and plants with increased economic
importance.
Describe variation and state that

competition leads to differential survival of,
and reproduction by, those organisms best
fitted to the environment.
Define natural selection as the greater

chance of passing on of genes by the best
adapted organisms.
Explain the importance of natural selection

as a possible mechanism for evolution.
Describe the development of strains of

antibiotic resistant bacteria as an example
of natural selection.
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B10. Energy flow in ecosystems

1
State that the Sun is the principal source of

energy input to biological systems.
Define the terms:
34
food chain as a chart showing the flow

of energy (food) from one organism
to the next beginning with a producer
(e.g. mahogany tree caterpillar
song bird hawk),
Describe energy losses between trophic

levels.
Define the terms:
decomposer as an organism that gets

its energy from dead or waste organic
matter,
food web as a network of

interconnected food chains showing
the energy flow through part of an
ecosystem,
ecosystem as a unit containing all of

the organisms and their environment,
interacting together, in a given area,
e.g. decomposing log or a lake,
producer as an organism that makes

its own organic nutrients, usually
using energy from sunlight, through
photosynthesis,
trophic level as the position of an

organism in a food chain or food web.
consumer as an organism that gets its

energy by feeding on other organisms,
herbivore as an animal that gets its

energy by eating plants,
carnivore as an animal that gets its

energy by eating other animals.
Describe the carbon cycle.
Explain why food chains usually have fewer

than five trophic levels.
Discuss the effects of the combustion

of fossil fuels and the cutting down of
forests on the oxygen and carbon dioxide
concentrations in the atmosphere.
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B11. Human influences on the ecosystem

1
List the undesirable effects of deforestation

(to include extinction, loss of soil, flooding,
carbon dioxide build up).
Describe the undesirable effects of overuse

of fertilisers (to include eutrophication of
lakes and rivers).
Describe the undesirable effects of

pollution to include:
Discuss the causes and effects on the

environment of acid rain, and the measures
that might be taken to reduce its incidence.
Explain how increases in greenhouse gases

(carbon dioxide and methane) are thought
to cause global warming.
water pollution by sewage and chemical

waste,
air pollution by greenhouse gases
(carbon dioxide and methane)
contributing to global warming.
Describe the need for conservation of:
species and their habitats,
natural resources (limited to water and

non-renewable materials including fossil
fuels).
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6.2 Chemistry
Core
Supplement
C1. The particulate nature of matter

See P4.1 and P4.2 for details of essential
common content.
1
Demonstrate understanding of the terms

atom and molecule.
C2. Experimental techniques

2.1 Methods of separation and purification
1
Describe paper chromatography.
Interpret simple chromatograms.
Describe methods of separation and

purification: filtration, crystallisation,
distillation, fractional distillation.
Understand the importance of purity in

substances in everyday life, e.g. foodstuffs
and drugs.
Suggest suitable purification techniques,

given information about the substances
involved.
Identify substances and assess their

purity from melting point and boiling point
information.
Demonstrate understanding of the

concepts of element, compound and
mixture.
C3. Atoms, elements and compounds

3.1 Physical and chemical changes
1
Identify physical and chemical changes, and

understand the differences between them.
3.2 Elements, compounds and mixtures

1
36
Describe the differences between

elements, compounds and mixtures.
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3.3 Atomic structure and the Periodic Table

1
Describe the structure of an atom in terms

of electrons and a nucleus containing
protons and neutrons.
State the relative charges and approximate

relative masses of protons, neutrons and
electrons.
Define proton number and nucleon number.
Use proton number and the simple

structure of atoms to explain the basis of
the Periodic Table (see C9), with special
reference to the elements with proton
numbers 1 to 20.
Define isotopes.
Describe the build-up of electrons in

shells and understand the significance
of the noble gas electronic structures
and of valency electrons (the ideas of the
distribution of electrons in s and p orbitals
and in d block elements are not required).
Explain the formation of ionic bonds

between metallic and non-metallic
elements.
Describe the lattice structure of ionic

compounds as a regular arrangement of
alternating positive and negative ions,
exemplified by the sodium chloride
structure.
3.4 Ions and ionic bonds

1
Describe the formation of ions by electron

loss or gain.
Describe the formation of ionic bonds

between metals and non-metals as
exemplified by elements from Groups I
and VII.
3.5 Molecules and covalent bonds

1
State that non-metallic elements form nonionic compounds using a different type of
bonding called covalent bonding.
Draw dot-and-cross diagrams to represent

the sharing of electron pairs to form single
covalent bonds in simple molecules,
exemplified by (but not restricted to) H2,
Cl2, H2O, CH4 and HCl.
Describe the differences in volatility,

solubility and electrical conductivity
between ionic and covalent compounds.
Draw dot-and-cross diagrams to represent

the multiple bonding in N2, C2H4 and CO2.
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3.6 Giant structures

1
Describe the giant covalent structures of

graphite and diamond.
Relate their structures to the use of

graphite as a lubricant and of diamond in
cutting.
Describe the structure of silicon(IV) oxide

(silicon dioxide).
Determine the formula of an ionic

compound from the charges on the ions
present.
Construct and use symbolic equations with

state symbols, including ionic equations.
Deduce the balanced equation for

a chemical reaction, given relevant
information.
Define relative atomic mass, Ar.
Define relative molecular mass, Mr, as the

sum of the relative atomic masses (relative
formula mass or Mr will be used for ionic
compounds).
C4. Stoichiometry
38
Use the symbols of the elements to write

the formulae of simple compounds.
Deduce the formula of a simple compound

from the relative numbers of atoms
present.
Deduce the formula of a simple compound

from a model or a diagrammatic
representation.
Construct and use word equations.
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4.1 The mole concept

1
Define the mole in terms of a specific

number of particles called Avogadros
constant. (Questions requiring recall of
Avogadros constant will not be set.)
Use the molar gas volume, taken as 24 dm3

at room temperature and pressure.
Calculate stoichiometric reacting masses

and reacting volumes of solutions; solution
concentrations will be expressed in
mol / dm3. (Calculations involving the idea of
limiting reactants may be set.)
C5. Electricity and chemistry

1
State that electrolysis is the chemical effect

of electricity on ionic compounds, causing
them to break up into simpler substances,
usually elements.
Use the terms electrode, electrolyte, anode

and cathode.
Describe electrolysis in terms of the ions

present and the reactions at the electrodes.
Describe the electrode products, using inert

electrodes, in the electrolysis of:
State and use the general principle that

metals or hydrogen are formed at the
negative electrode (cathode), and that
non-metals (other than hydrogen) are
formed at the positive electrode (anode).
Relate the products of electrolysis to

the electrolyte and electrodes used,
exemplified by the specific examples in
the Core together with aqueous copper(II)
sulfate using carbon electrodes and using
copper electrodes (as used in the refining
of copper).
Predict the products of the electrolysis of

a specified binary compound in the molten
state, or in aqueous solution.
Describe, in outline, the chemistry of the

manufacture of:
molten lead(II) bromide,
aqueous copper chloride,
dilute sulfuric acid.
Describe the electroplating of metals, using

laboratory apparatus.
aluminium from pure aluminium oxide

in molten cryolite,
chlorine, hydrogen and sodium

hydroxide from concentrated aqueous
sodium chloride.
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C6. Energy changes in chemical reactions

6.1 Energetics of a reaction
1
Relate the terms exothermic and

endothermic to the temperature changes
observed during chemical reactions.
Demonstrate understanding that

exothermic and endothermic changes
relate to the transformation of chemical
energy to heat (thermal energy), and vice
versa.
C7. Chemical reactions

7.1 Speed of reaction
1
Describe the effect of concentration,

particle size, catalysis and temperature on
the speeds of reactions.
Describe a practical method for

investigating the speed of a reaction
involving gas evolution.
Devise a suitable method for investigating

the effect of a given variable on the speed
of a reaction.
Interpret data obtained from experiments

concerned with speed of reaction.
Describe the application of the above

factors to the danger of explosive
combustion with fine powders (e.g. flour
mills) and gases (e.g. mines).
Define catalyst as an agent which increases

rate but which remains unchanged.
Describe and explain the effects of

temperature and concentration in terms
of collisions between reacting particles
(concept of activation energy will not be
examined).
Define redox in terms of electron transfer,

and identify such reactions from given
information.
7.2 Redox
1
40
Define oxidation and reduction in terms

of oxygen loss / gain, and identify such
reactions from given information.
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C8. Acids, bases and salts

8.1 The characteristic properties of acids and bases
1
Describe neutrality and relative acidity and

alkalinity in terms of pH (whole numbers
only) measured using full-range indicator
and litmus.
Describe the characteristic reactions

between acids and metals, bases (including
alkalis) and carbonates.
Describe and explain the importance of

controlling acidity in the environment (air,
water and soil).
8.2 Types of oxides

1
Classify oxides as either acidic or basic,

related to the metallic and non-metallic
character of the other element in the oxide.
Further classify some other oxides as

neutral, given relevant information.
Suggest a method of making a given salt

from suitable starting materials, given
appropriate information.
8.3 Preparation of salts

1
Describe the preparation, separation and

purification of salts using techniques
selected from section C2.1 and the
reactions specified in section C8.1.
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8.4 Identification of ions and gases

1
Use the following tests to identify:

aqueous cations:
ammonium, copper(II), iron(II), iron(III)

and zinc by means of aqueous sodium
hydroxide and aqueous ammonia as
appropriate. (Formulae of complex ions
are not required.)
anions:
carbonate by means of dilute acid and

then limewater,
chloride by means of aqueous silver

nitrate under acidic conditions,
nitrate by reduction with aluminium,
sulfate by means of aqueous barium

ions under acidic conditions,
gases:
ammonia by means of damp red litmus

paper,
carbon dioxide by means of limewater,
chlorine by means of damp litmus

paper,
hydrogen by means of a lighted splint,
oxygen by means of a glowing splint.
C9. The Periodic Table

1
Describe the way the Periodic Table

classifies elements in order of proton
number.
Use the Periodic Table to predict properties

of elements by means of groups and
periods.
Describe the relationship between Group

number, number of outer-shell (valency)
electrons and metallic / non-metallic
character.
9.1 Periodic trends

1
42
Describe the change from metallic to

non-metallic character across a period.
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9.2 Group properties

1
Describe lithium, sodium and potassium

in Group I as a collection of relatively soft
metals showing a trend in melting point and
reaction with water.
Predict the properties of other elements in

Group I, given data where appropriate.
Describe the trends in properties of

chlorine, bromine and iodine in Group VII
including colour, physical state and
reactions with other halide ions.
Predict the properties of other elements in

Group VII, given data where appropriate.
Identify and interpret diagrams that

represent the structure of an alloy.
Compare the reactivity series to the

tendency of a metal to form its positive ion,
illustrated by its reaction, if any, with:
9.3 Transition elements

1
Describe the transition elements as a

collection of metals having high densities,
high melting points and forming coloured
compounds, and which, as elements and
compounds, often act as catalysts.
9.4 Noble gases

1
Describe the noble gases as being

unreactive.
Describe the uses of the noble gases in

providing an inert atmosphere, i.e. argon in
lamps, helium for filling balloons.
C10. Metals
10.1 Properties of metals
1
Distinguish between metals and

non-metals by their general physical and
chemical properties.
Explain why metals are often used in the

form of alloys.
10.2 Reactivity series

1
Place in order of reactivity: potassium,

sodium, calcium, magnesium, zinc, iron,
hydrogen and copper, by reference to the
reactions, if any, of the elements with
water or steam,
dilute hydrochloric acid (except for alkali

metals).
the aqueous ions of other listed metals,
the oxides of the other listed metals.
Deduce an order of reactivity from a given

set of experimental results.
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10.3 Extraction of metals

1
Describe the use of carbon in the extraction

of some metals from their ores.
Describe the essential reactions in the

extraction of iron in the blast furnace.
Relate the method of extraction of a metal

from its ore to its position in the reactivity
series.
Explain the use of zinc for galvanising steel,

and for sacrificial protection.
10.4 Uses of metals
44
Explain the use of aluminium in aircraft

manufacture in terms of the properties of
the metal and alloys made from it.
Explain the use of aluminium in food

containers because of its resistance to
corrosion.
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C11. Air and water

1
Describe a chemical test for water.
Describe and explain, in outline, the

purification of the water supply by filtration
and chlorination.
State some of the uses of water in industry

and in the home.
Describe the composition of clean air as

being a mixture of 78% nitrogen, 21%
oxygen and small quantities of noble gases,
water vapour and carbon dioxide.
State the common air pollutants as carbon

monoxide, sulfur dioxide and oxides of
nitrogen, and describe their sources.
State the adverse effect of common air

pollutants on buildings and on health.
10 Describe the formation of carbon dioxide:
as a product of complete combustion of

carbon-containing substances,
as a product of respiration,
as a product of the reaction between an

acid and a carbonate,
as a product of thermal decomposition.
Describe the separation of oxygen and

nitrogen from liquid air by fractional
distillation.
Explain the presence of oxides of nitrogen

in car exhausts and their catalytic removal.
Explain why the proportion of carbon

dioxide in the atmosphere is increasing, and
why this is important.
11 Describe the essential conditions for the

manufacture of ammonia by the Haber
process including the sources of the
hydrogen and nitrogen, i.e. hydrocarbons or
steam and air.
12 Describe the rusting of iron in terms of a

reaction involving air and water, and simple
methods of rust prevention, including paint
and other coatings to exclude oxygen.
13 Describe the need for nitrogen-,
phosphorus- and potassium-containing
fertilisers.
14 Describe the displacement of ammonia
from its salts by warming with an alkali.
C12. Sulfur
1
Describe the manufacture of sulfuric acid

by the Contact process, including essential
conditions.
Describe the properties of dilute sulfuric

acid as a typical acid.
45
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C13. Carbonates
1
Describe the manufacture of lime (calcium

oxide) from calcium carbonate (limestone)
in terms of the chemical reactions involved,
and its uses in treating acidic soil and
neutralising industrial waste products.
C14. Organic chemistry

14.1 Fuels
1
Recall coal, natural gas and petroleum as

fossil fuels that produce carbon dioxide on
combustion.
Name methane as the main constituent of

natural gas.
Describe petroleum as a mixture of

hydrocarbons and its separation into useful
fractions by fractional distillation.
State the use of:
refinery gas for bottled gas for heating

and cooking,
gasoline fraction for fuel (petrol) in cars,
diesel oil / gas oil for fuel in diesel

engines.
Understand the essential principle of

fractional distillation in terms of differing
boiling points (ranges) of fractions related to
molecular size and intermolecular attractive
forces.
14.2 Introduction to organic compounds
46
Identify and draw the structures of

methane, ethane, ethene and ethanol.
Describe the concept of homologous

series of alkanes and alkenes as families of
compounds with similar properties.
State the type of compound present, given

a chemical name ending in -ane, -ene and
-ol, or a molecular structure.
Name, identify and draw the structures of

the unbranched alkanes and alkenes (not
cis-trans), containing up to four carbon
atoms per molecule.
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14.3 Hydrocarbons
1
Describe the properties of alkanes

(exemplified by methane) as being
generally unreactive, except in terms of
burning.
State that the products of complete

combustion of hydrocarbons, exemplified
by methane, are carbon dioxide and water.
Name cracking as a reaction which

produces alkenes.
Describe the manufacture of alkenes by

cracking.
Recognise saturated and unsaturated

hydrocarbons
Describe the addition reactions of alkenes,

exemplified by ethene, with bromine,
hydrogen and steam.
Describe the formation of ethanol by the

catalytic addition of steam to ethene.
Describe macromolecules in terms of

large molecules built up from small units
(monomers), different macromolecules
having different units.
Draw the structure of poly(ethene).
Describe the formation of a simple

condensation polymer exemplified
by nylon, the structure of nylon being
represented as:
from molecular structures,
by their reaction with aqueous bromine.
14.4 Alcohols
1
State that ethanol may be formed by

reaction between ethene and steam.
Describe the complete combustion reaction

of ethanol.
State the uses of ethanol as a solvent and

as a fuel.
14.5 Macromolecules
14.6 Synthetic polymers

1
Describe the formation of poly(ethene) as

an example of addition polymerisation of
monomer units.
O
N
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14.7 Natural macromolecules
48
Describe proteins as possessing the same

(amide) linkages as nylon but formed from
the linking of amino acids.
State that proteins can be hydrolysed

to amino acids under acid or alkaline
conditions. (Structures and names are not
required.)
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6.3 Physics
Core
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P1. Motion
1
Define speed and calculate average speed
Distinguish between speed and velocity.
Recognise linear motion for which the

acceleration is constant and calculate the
acceleration.
Recognise motion for which the

acceleration is not constant.
Calculate the area under a speed / time

graph to work out the distance travelled for
motion with constant acceleration.
total distance
.
total time
Plot and interpret a speed / time graph and
a distance / time graph.
from
Recognise from the shape of a speed / time

graph when a body is:
at rest,
moving with constant speed,
moving with changing speed.
Demonstrate a qualitative understanding

that acceleration is related to changing
speed.
P2. Matter and forces

2.1 Mass and weight
1
Be able to distinguish between the mass

and weight of an object.
Demonstrate understanding that mass is a

property that resists change in motion.
Know that the Earth is the source of a

gravitational field.
Describe, and use the concept of, weight as

the effect of a gravitational field on a mass.
2.2 Density
1
Describe an experiment to determine the

density of a liquid and of a regularly shaped
solid and make the necessary calculation
using the equation
density = mass / volume or d = m / v.
Describe the determination of the density

of an irregularly shaped solid by the
method of displacement, and make the
necessary calculation.
49
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2.3 Effects of forces

1
Know that a force is measured in newtons

(N).
Describe how forces may change the size,

shape and motion of a body.
Plot extension / load graphs and describe

the associated experimental procedure.
Find the resultant of two or more forces

acting along the same line.
Explain how a system is in equilibrium

when there is no resultant force.
Interpret extension / load graphs.
State and use Hookes Law and recall and

use the expression
force = constant extension (F = kx)
Recognise the significance of the term limit

of proportionality for an extension / load
graph.
Recall and use the relation between force,

mass and acceleration (including the
direction), F = ma
Recall and use the equation P = F / A
Recall and use the expressions

K.E. = mv2 and P.E. = mgh
Apply the principle of energy conservation

to simple examples.
2.4 Pressure
1
Relate (without calculation) pressure to

force and area.
P3. Energy, work and power

3.1 Energy
50
Know that energy and work are measured

in joules (J), and power in watts (W).
Demonstrate understanding that an object

may have energy due to its motion (kinetic)
or its position (potential), and that energy
may be transferred and stored.
Give and identify examples of energy

in different forms, including kinetic,
gravitational, chemical, strain, nuclear,
thermal (heat), electrical, light and sound.
Give and identify examples of the

conversion of energy from one form to
another, and of its transfer from one place
to another.
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3.2 Energy resources

1
Distinguish between renewable and

non-renewable sources of energy.
Know that the Sun is the source of energy

for all our energy resources except
geothermal and nuclear.
Describe how electricity or other useful

forms of energy may be obtained from:
chemical energy stored in fuel,
water, including the energy stored in

waves, in tides, and in water behind
hydroelectric dams,
geothermal resources,
nuclear fission,
heat and light from the Sun (solar cells

and panels),
wind.
Give advantages and disadvantages of

each method in terms of reliability, scale
and environmental impact.
Demonstrate a qualitative understanding of

efficiency.
Demonstrate understanding that energy is

released by nuclear fusion in the Sun.
Recall and use the equation:

useful energy output
100%
efficiency =
energy input
Describe energy changes in terms of work

done.
Recall and use W = F d
Recall and use the equation P = E / t in

simple systems.
3.3 Work
1
Relate (without calculation) work done to

the magnitude of a force and the distance
moved.
3.4 Power
1
Relate (without calculation) power to work

done and time taken, using appropriate
examples.
P4. Simple kinetic molecular model of matter

4.1 States of matter
1
State the distinguishing properties of

solids, liquids and gases.
51
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4.2 Molecular model

1
Describe qualitatively the molecular

structure of solids, liquids and gases.
Interpret the temperature of a gas in terms

of the motion of its molecules.
Describe qualitatively the pressure of a gas

in terms of the motion of its molecules.
Describe qualitatively the effect of a

change of temperature on the pressure of
a gas at constant volume.
Relate the properties of solids, liquids and

gases to the forces and distances between
molecules and to the motion of the
molecules.
Demonstrate understanding of how

temperature, surface area and air flow over
a surface influence evaporation.
Relate the change in volume of a gas to

change in pressure applied to the gas at
constant temperature and use the equation
p V = constant at constant temperature.
Explain in terms of motion and arrangement

of molecules the relative order of
magnitude of the expansion of solids,
liquids and gases.
4.3 Evaporation
1
Describe evaporation in terms of the

escape of more energetic molecules from
the surface of a liquid.
Relate evaporation to the consequent

cooling.
4.4 Pressure changes
P5. Matter and thermal properties

5.1 Thermal expansion of solids, liquids and gases
52
Describe qualitatively the thermal

expansion of solids, liquids and gases.
Identify and explain some of the everyday

applications and consequences of thermal
expansion.
Describe qualitatively the effect of a

change of temperature on the volume of a
gas at constant pressure.
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5.2 Thermal capacity

1
Demonstrate understanding of the term

thermal capacity.
Describe an experiment to measure the

specific heat capacity of a substance.
Recall and use the equation:

energy = mass specific heat capacity
change in temperature
5.3 Melting and boiling

1
Describe melting and boiling in terms

of energy input without a change in
temperature.
Distinguish between boiling and

evaporation.
Describe condensation and solidification.
State the meaning of melting point and

boiling point.
Use the terms latent heat of vaporisation

and latent heat of fusion and give a
molecular interpretation of latent heat.
Explain heat transfer in solids in terms of

molecular motion.
Relate convection in fluids to density

changes.
Describe experiments to show the

properties of good and bad emitters
and good and bad absorbers of infra-red
radiation.
P6. Transfer of thermal energy

6.1 Conduction
1
Describe experiments to demonstrate the

properties of good and bad conductors of
heat.
6.2 Convection
1
Recognise convection as the main method

of heat transfer in liquids and gases.
Describe experiments to illustrate

convection in liquids and gases.
6.3 Radiation
1
Recognise radiation as the method of heat

transfer that does not require a medium to
travel through.
Identify infra-red radiation as the part of the

electromagnetic spectrum often involved in
heat transfer by radiation.
53
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6.4 Consequences of energy transfer

1
Identify and explain some of the everyday

applications and consequences of
conduction, convection and radiation.
P7. Waves
7.1 General wave properties
1
Demonstrate understanding that

wave motion transfers energy without
transferring matter in the direction of wave
travel.
Describe what is meant by wave motion as

illustrated by vibration in ropes and springs
and by experiments using water waves.
State the meaning of and use the terms

speed, frequency, wavelength and
amplitude.
Distinguish between transverse and

longitudinal waves and give suitable
examples.
Identify how a wave can be reflected off a

plane barrier and can change direction as
its speed changes.
Recall and use the equation v = f
Interpret reflection and refraction using

wave theory.
Perform simple constructions,

measurements and calculations based on
reflections in plane mirrors.
Describe the action of optical fibres and

their use in medicine and communications
technology.
P8. Light
8.1 Reflection of light
1
Describe the formation and characteristics

of an optical image seen in a plane mirror.
Use the law

angle of incidence = angle of reflection.
8.2 Refraction of light
54
Describe an experimental demonstration of

the refraction of light.
Describe, using ray diagrams, the passage

of light through parallel-sided transparent
material, indicating the angle of incidence i
and angle of refraction r.
State the meaning of critical angle.
Identify and describe internal and total

internal reflection using ray diagrams.
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8.3 Thin converging lens

1
Describe the action of a thin converging

lens on a beam of light using ray diagrams.
Use the terms principal focus and focal

length.
Draw ray diagrams to illustrate the

formation of a real image by a single lens.
Draw and interpret simple ray diagrams that

illustrate the formation of real and virtual
images by a single converging lens.
State the approximate value of the speed of

all electromagnetic waves in vacuo.
Describe transmission of sound in air in

terms of compressions and rarefactions.
State the order of magnitude of the speed

of sound in air, liquids and solids.
8.4 Dispersion of light

1
Describe the dispersion of light by a glass

prism.
P9. Electromagnetic spectrum

1
Describe the main features of the

electromagnetic spectrum.
Describe the role of electromagnetic

waves in:
radio and television communications

(radio waves),
satellite television and telephones

(microwaves),
electrical appliances, remote controllers

for televisions and intruder alarms
(infra-red),
medicine and security (X-rays).
Demonstrate understanding of safety

issues regarding the use of microwaves
and X-rays.
P10. Sound
1
Describe the production of sound by

vibrating sources.
State the approximate human range of

audible frequencies.
Demonstrate understanding that a medium

is needed to transmit sound waves.
Describe and interpret an experiment to

determine the speed of sound in air.
Relate the loudness and pitch of sound

waves to amplitude and frequency.
Describe how the reflection of sound may

produce an echo.
55
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P11. Magnetism
1
Describe the properties of magnets.
Identify the pattern of field lines round a

bar magnet.
Distinguish between the magnetic

properties of iron and steel.
Distinguish between the design and use of

permanent magnets and electromagnets.
Give an account of induced magnetism.
State that charge is measured in coulombs

(C).
Describe an electric field as a region in

which an electric charge experiences a
force.
P12. Electricity
12.1 Electrical quantities
1
Demonstrate understanding of current,

potential difference, e.m.f. and resistance,
and use with their appropriate units.
Use and describe the use of an ammeter

and a voltmeter.
12.2 Electric charge

1
Describe and interpret simple experiments

to show the production and detection of
electrostatic charges.
State that there are positive and negative

charges.
State that unlike charges attract and that

like charges repel.
Distinguish between electrical conductors

and insulators and give typical examples.
12.3 Current, electromotive force and potential difference
56
State that current is related to the flow of

charge.
State that the current in metals is due to a

flow of electrons.
Demonstrate understanding that a current

is a rate of flow of charge and recall and use
the equation I = Q / t
Use the term potential difference (p.d.) to

describe what drives the current between
two points in a circuit.
Distinguish between the direction of flow of

electrons and conventional current.
Demonstrate understanding that e.m.f. is

defined in terms of energy supplied by a
source in driving charge round a complete
circuit.
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12.4 Resistance
1
State that resistance = p.d. / current and

understand qualitatively how changes in
p.d. or resistance affect current.
Recall and use the equation R = V / I
Describe an experiment to determine

resistance using a voltmeter and an
ammeter.
Relate (without calculation) the resistance

of a wire to its length and to its diameter.
Recall and use quantitatively the

proportionality between resistance and
length, and the inverse proportionality
between resistance and cross-sectional
area of a wire.
Recall and use the equations

P = IV and E = IVt
Demonstrate understanding of the use of

circuit-breakers.
Draw and interpret circuit diagrams

containing magnetising coils, transformers,
bells and relays.
12.5 Electrical energy
12.6 Dangers of electricity

1
Identify electrical hazards including
damaged insulation,
overheating of cables,
damp conditions.
Demonstrate understanding of the use of

fuses.
P13. Electric circuits

13.1 Circuit diagrams
1
Draw and interpret circuit diagrams

containing sources, switches, resistors
(fixed and variable), lamps, ammeters
voltmeters, and fuses.
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13.2 Series and parallel circuits

1
Demonstrate understanding that the

current at every point in a series circuit is
the same.
Recall and use the fact that the sum of the

p.d.s across the components in a series
circuit is equal to the total p.d. across the
supply.
Calculate the combined resistance of two

or more resistors in series.
State that, for a parallel circuit, the current

from the source is larger than the current in
each branch.
Recall and use the fact that the current from

the source is the sum of the currents in the
separate branches of a parallel circuit.
State that the combined resistance of

two resistors in parallel is less than that of
either resistor by itself.
Calculate the effective resistance of two

resistors in parallel.
State the advantages of connecting lamps

in parallel in a lighting circuit.
Describe the action of thermistors and

light-dependent resistors and show
understanding of their use as input
transducers.
Describe the action of a relay and show

understanding of its use in switching
circuits.
Recognise and demonstrate understanding

of circuits operating as light sensitive
switches and temperature-operated alarms
using a relay.
Describe an experiment that shows that

a changing magnetic field can induce an
e.m.f. in a circuit.
State the factors affecting the magnitude of

an induced e.m.f.
Describe a rotating-coil generator and the

use of slip rings.
Sketch a graph of voltage output against

time for a simple a.c. generator.
13.3 Action and use of circuit components
P14. Electromagnetic effects

14.1 Electromagnetic induction
14.2 a.c. generator
58
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14.3 Transformer
1
Describe the construction of a basic

iron-cored transformer as used for voltage
transformations.
Recall and use the equation

(Vp / Vs) = (Np / Ns)
Describe the use of the transformer in

high-voltage transmission of electricity.
Recall and use the equation

Vp Ip = Vs Is (for 100% efficiency).
Explain why energy losses in cables are

lower when the voltage is high.
Describe the effect on the magnetic field of

changing the magnitude and direction of the
current.
State and use the relative directions of

force, field and current.
Describe the turning effect on a currentcarrying coil in a magnetic field.
Relate this turning effect to the action of an

electric motor.
Describe the effect of increasing (a) the

number of turns in the coil (b) the current.
14.4 The magnetic effect of a current

1
Describe the pattern of the magnetic field

due to currents in straight wires and in
solenoids.
Describe applications of the magnetic

effect of current, including the action of a
relay.
14.5 Force on a current-carrying conductor

1
Describe and interpret an experiment to

show that a force acts on a current-carrying
conductor in a magnetic field, including the
effect of reversing:
the current,
the direction of the field.
14.6 d.c. motor
59
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P15. Radioactivity
15.1 Detection of radioactivity
1
Demonstrate understanding of background

radiation.
Describe the detection of -particles,

-particles and -rays (+ are not included;
-particles will be taken to refer to ).
15.2 Characteristics of the three kinds of emission

1
State that radioactive emissions occur

randomly over space and time.
Recall for radioactive emissions, and use to

identify them:
their nature,
their relative ionising effects,
their relative penetrating abilities.
Describe the deflection of -particles,

-particles and -rays in electric fields and
magnetic fields.
Interpret their relative ionising effects.
Use equations (involving words or symbols)

to represent changes in the composition of
the nucleus when particles are emitted.
Use the term half-life in simple calculations,

including the use of information in tables or
decay curves.
15.3 Radioactive decay

1
State the meaning of radioactive decay.
15.4 Half-life
15.5 Safety precautions

1
Describe the hazards of ionising radiation

to living things.
Describe how radioactive materials are

handled, used and stored in a safe way to
minimise the effects of these hazards.
15.6 The nuclear atom
60
Describe the composition of the nucleus in

terms of protons and neutrons
Use the term proton number Z
Use the term nucleon number A
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15.7 Isotopes
1
Use the term isotope.
Give and explain examples of practical

applications of isotopes.
Use the term nuclide and use the nuclide

notation AZ X
61
7.
Scientific subjects are, by their nature, experimental. It is therefore important that an assessment of a
students knowledge and understanding of science should contain a component relating to practical work
and experimental skills (as identified by assessment objective C). To accommodate, within Cambridge
IGCSE, differing circumstances such as the availability of resources Cambridge provides three different
means of assessing assessment objective C: School-based assessment, a formal Practical Test and an
Alternative to Practical Paper.
7.1 Paper 4: Coursework (School-based assessment of

practical skills)
The experimental skills and abilities to be assessed are:
C1 Using and organising techniques, apparatus and materials
C2 Observing, measuring and recording
C3 Handling experimental observations and data
C4 Planning, carrying out and evaluating investigations
The four skills carry equal weighting.
All assessments must be based upon experimental work carried out by the candidates.
The teaching and assessment of experimental skills and abilities should take place throughout the course.
Teachers must ensure that they can make available to Cambridge evidence of two assessments for each
skill for each candidate. For skills C1 to C4 inclusive, information about the tasks set and how the marks
were awarded will be required. For skills C2, C3 and C4, the candidates written work will also be required.
The final assessment scores for each skill must represent the candidates best performances.
For candidates who miss the assessment of a given skill through no fault of their own, for example
because of illness, and who cannot be assessed on another occasion, Cambridges procedure for special
consideration should be followed. However, candidates who for no good reason absent themselves from an
assessment of a given skill should be given a mark of zero for that assessment.
62
Criteria for assessment of experimental skills and abilities

Each skill must be assessed on a six-point scale, level 6 being the highest level of achievement. Each of the
skills is defined in terms of three levels of achievement at scores of 2, 4, and 6.
A score of 0 is available if there is no evidence of positive achievement for a skill.
For candidates who do not meet the criteria for a score of 2, a score of 1 is available if there is some
evidence of positive achievement.
A score of 3 is available for candidates who go beyond the level defined for 2, but who do not meet fully the
criteria for 4.
Similarly, a score of 5 is available for those who go beyond the level defined for 4, but do not meet fully the
criteria for 6.
Score
Skill C1: Using and organising techniques, apparatus and materials
No evidence of positive achievement for this skill.
Some evidence of positive achievement, but the criteria for a score of 2 are not met.
Follows written, diagrammatic or oral instructions to perform a single practical operation.

Uses familiar apparatus and materials adequately, needing reminders on points of safety.
Is beyond the level defined for 2, but does not meet fully the criteria for 4.
Follows written, diagrammatic or oral instructions to perform an experiment involving a

series of step-by-step practical operations.
Uses familiar apparatus, materials and techniques adequately and safely.
Follows written, diagrammatic or oral instructions to perform an experiment involving a

series of practical operations where there may be a need to modify or adjust one step in
the light of the effect of a previous step.
Uses familiar apparatus, materials and techniques safely, correctly and methodically.
63
Score
Skill C2: Observing, measuring and recording
Makes observations or readings given detailed instructions.

Records results in an appropriate manner given a detailed format.
Makes relevant observations, measurements or estimates given an outline format or

brief guidelines.
Records results in an appropriate manner given an outline format.
Makes relevant observations, measurements or estimates to a degree of accuracy

appropriate to the instruments or techniques used.
Records results in an appropriate manner given no format.
Score
64
Skill C3: Handling experimental observations and data
Processes results in an appropriate manner given a detailed format.

Draws an obvious qualitative conclusion from the results of an experiment.
Processes results in an appropriate manner given an outline format.

Recognises and comments on anomalous results.
Draws qualitative conclusions which are consistent with obtained results and deduces
patterns in data.
Processes results in an appropriate manner given no format.

Deals appropriately with anomalous or inconsistent results.
Recognises and comments on possible sources of experimental error.
Expresses conclusions as generalisations or patterns where appropriate.
Score
Skill C4: Planning, carrying out and evaluating investigations
Suggests a simple experimental strategy to investigate a given practical problem.

Attempts trial and error modification in the light of the experimental work carried out.
Specifies a sequence of activities to investigate a given practical problem.

In a situation where there are two variables, recognises the need to keep one of them
constant while the other is being changed.
Comments critically on the original plan, and implements appropriate changes in the light
of the experimental work carried out.
Analyses a practical problem systematically and produces a logical plan for an

investigation.
In a given situation, recognises that there are a number of variables and attempts to
control them.
Evaluates chosen procedures, suggests/implements modifications where appropriate
and shows a systematic approach in dealing with unexpected results.
65
Notes for guidance

The following notes are intended to help teachers to make valid and reliable assessments of the skills and
abilities of their candidates.
The assessments should be based on the principle of positive achievement: candidates should be given
opportunities to demonstrate what they understand and can do.
It is expected that candidates will have had opportunities to acquire a given skill before assessment takes
place.
It is not expected that all of the practical work undertaken by a candidate will be assessed.
Assessments can be carried out at any time during the course. However, at whatever stage assessments
are done, the standards applied must be those expected at the end of the course as exemplified in the
criteria for the skills.
Assessments should normally be made by the person responsible for teaching the candidates.
It is recognised that a given practical task is unlikely to provide opportunities for all aspects of the criteria at
a given level for a particular skill to be satisfied, for example, there may not be any anomalous results
(skill C3). However, by using a range of practical work, teachers should ensure that opportunities are
provided for all aspects of the criteria to be satisfied during the course.
The educational value of extended experimental investigations is widely recognised. Where such
investigations are used for assessment purposes, teachers should make sure that candidates have ample
opportunity for displaying the skills and abilities required by the scheme of assessment.
It is not necessary for all candidates in a Centre, or in a teaching group within a Centre, to be assessed on
exactly the same practical work, although teachers may well wish to make use of work that is undertaken
by all of their candidates.
When an assessment is carried out on group work the teacher must ensure that the individual contribution
of each candidate can be assessed.
Skill C1 may not generate a written product from the candidates. It will often be assessed by watching the
candidates carrying out practical work.
Skills C2, C3 and C4 will usually generate a written product from the candidates. This product will provide
evidence for moderation.
Recording candidates marks
Candidates marks for Paper 4: Coursework must be recorded on the Individual Candidate Record Card
produced by Cambridge. These forms, and the instructions for completing them, may be downloaded from
www.cie.org.uk/samples. The database will ask you for the syllabus code (i.e. 0654) and your Centre
number, after which it will take you to the correct forms. Follow the instructions when completing each
form.
Raw scores for individual practical assessments may be given to candidates as part of the normal feedback
from the teacher. The final, internally-moderated, total score, which is submitted to Cambridge should not
be given to the candidate.
66
Moderation
(a) Internal moderation
When several teachers in a Centre are involved in internal assessments, arrangements must be made
within the Centre for all candidates to be assessed to a common standard.
It is essential that within each Centre the marks for each skill assigned within different teaching groups
(e.g. different classes) are moderated internally for the whole Centre entry. The Centre assessments will
then be subject to external moderation.
The internally moderated marks for all candidates must be recorded on the Coursework Assessment
Summary Form and Co-ordinated Sciences Experiment Form. These forms, and the instructions for
completing them, may be downloaded from www.cie.org.uk/samples. The database will ask you for
the syllabus code (i.e. 0654) and your Centre number, after which it will take you to the correct form.
Follow the instructions when completing the form.
(b) External moderation
External moderation of internal assessment is carried out by Cambridge. Centres must submit
candidates internally assessed marks to Cambridge. The deadlines and methods for submitting
internally assessed marks are in the Cambridge Administrative Guide available on our website.
Once Cambridge has received the marks, Cambridge will select a sample of candidates whose work
should be submitted for external moderation. Cambridge will communicate the list of candidates to the
Centre, and the Centre should despatch the coursework of these candidates to Cambridge immediately.
For each candidate on the list, every piece of work which has contributed to the final mark should be
sent to Cambridge. Individual Candidate Record Cards and Coursework Assessment Summary Forms
must be enclosed with the coursework.
Further information about external moderation may be found in the Cambridge Handbook and the
Cambridge Administrative Guide.
A further sample may be required. All records and supporting written work should be retained until after
publication of results. Centres may find it convenient to use loose-leaf A4 file paper for assessed written
work. This is because samples will be sent through the post for moderation and postage bills are likely
to be large if whole exercise books are sent. Authenticated photocopies of the sample required would
be acceptable.
The individual pieces of work should not be stapled together. Each piece of work should be labelled with
the skill being assessed, the Centre number and candidate name and number, title of the experiment,
a copy of the mark scheme used, and the mark awarded. This information should be attached securely,
mindful that adhesive labels tend to peel off some plastic surfaces.
67
7.2 Paper 5: Practical Test

Biology
Candidates may be asked to carry out exercises involving:
following instructions and handling apparatus and material safely and correctly
observing and measuring biological material, carrying out a biological experiment using appropriate
equipment / characters / units
carefully drawing, using a sharp pencil, and labelling specimens of plant or animal material
recording observations and measurements in a suitable form such as a table or bar chart
representing results graphically, using appropriate scales, intervals and axes, drawing suitable lines.
Understanding that points on a graph maybe experimental and joining the points serves no purpose
interpreting and evaluating observational and experimental data from specimens or from experiments
commenting on an experimental method used and suggesting possible improvements
devising an experiment to enable a task to be performed
The list below details the apparatus expected to be generally available for examination purposes. The list
is not exhaustive: in particular, items that are commonly regarded as standard equipment in a science
laboratory (such as Bunsen burners, tripods, hot water baths, etc.) are not included. It is expected that the
following items would be available for each candidate:
68
rulers capable of measuring to 1 mm
mounted needles or seekers or long pins with large heads
means of cutting biological materials such as scalpels, solid-edged razor blades or knives
scissors
forceps
means of writing on glassware
beakers, 100 cm3, 250 cm3
test-tubes, 125 mm 15 mm and 150 mm 25 mm including some hard glass test-tubes
means of measuring small and larger volumes of liquids such as syringes and measuring cylinders
dropping pipette
white tile
hand lens
a thermometer, 10 C to +110 C at 1 C graduations
clock (or wall clock) to measure to an accuracy of about 1 s
Chemistry
Candidates may be asked to carry out exercises involving:
simple quantitative experiments involving the measurement of volumes
speeds of reaction
measurement of temperature based on a thermometer with 1 C graduations
problems of an investigatory nature, possibly including suitable organic compounds
filtration
identification of ions and gases as specified in the Core curriculum. The question paper will include
Notes for Use in Qualitative Analysis
making suitable observations without necessarily identifying compounds.
Candidates may be required to do the following:
record readings from apparatus
estimate small volumes without the use of measuring devices
describe, explain or comment on experimental arrangements and techniques
complete tables of data
draw conclusions from observations and/or from information given
interpret and evaluate observations and experimental data
plot graphs and/or interpret graphical information
identify sources of error and suggest possible improvements in procedures
plan an investigation, including suggesting suitable techniques and apparatus.
Note on taking readings

When approximate volumes are used, e.g. about 2 cm3, it is expected that candidates will estimate this and
not use measuring devices. Thermometers may be marked with intervals of 1 C. It is, however, appropriate
to record a reading which coincides exactly with a mark, e.g. 22.0 C rather than 22 C. Interpolation
between scale divisions should also be used such that a figure of 22.5 C may be more appropriate.
Apparatus List
is not exhaustive: in particular, items that are commonly regarded as standard equipment in a chemical
laboratory (such as Bunsen burners, tripods, hot water baths, etc.) are not included. It is expected that the
following items would be available for each candidate.
two conical flasks within the range 150 cm3 to 250 cm3
measuring cylinders, 100 cm3, 25 cm3 and 10 cm3
a filter funnel
two beakers, 250 cm3 and 100 cm3
a thermometer, 10 C to +110 C at 1 C graduations
a dropping pipette
clocks (or wall clock) to measure to an accuracy of about 1 s. Candidates own wristwatch may be used
a plastic trough of approximate size W150 mm L220 mm D80 mm
test-tubes. Sizes approximately 125 15 mm and 150 25 mm should be available and should include
some hard glass test-tubes.
69
Physics
Candidates should be able to:
assemble common pieces of equipment such as simple electrical circuits and where necessary follow
written instructions to do so
use a balance to determine the mass of an object
carry out the specified manipulation of the apparatus
take reading from a measuring device, including:
reading a scale with appropriate precision / accuracy, (see note below)
consistent use of significant figures,
taking repeated measurements to obtain an average
record their observations systematically, e.g. construct a table of data with appropriate units
process their data, as required. Calculators may be used
present data graphically, using suitable axes and scales and understanding the importance of the origin
use their graph to take readings including interpolation and extrapolation and calculating a gradient
describe sources of error and how to improve accuracy
devise an experiment to test a hypothesis or an alternative to the experiment carried out
Note: a measuring instrument should be used to its full precision. Thermometers may be marked in 1 C
intervals but it is often appropriate to interpolate between scale divisions and record a temperature as
21.5 C. Measurements using a rule requires suitable accuracy of recording such as 15.0 cm rather than
15 cm and use of millimetres used more regularly. Similarly, when measuring current, it is often more useful
to use milliamperes rather than amperes.
Apparatus List
is not exhaustive: in particular, items that are commonly regarded as standard equipment in a physics
laboratory are not included. It is expected that the following items would be available for each candidate.
70
an ammeter FSD 1 A or 1.5 A
voltmeter FSD 1 V, 5 V
cells and holders to enable several cells to be joined
connecting leads and crocodile clips
d.c. power supply variable to 12 V
metre rule
converging lens with f = 15 cm
low voltage filament bulbs in holders
good supply of masses and holder
Newton meter
plastic or polystyrene cup
Plasticine or modelling clay
various resistors
switch
thermometer, 10 C to +110 C at 1 C graduations
wooden board
glass or perspex block, rectangular and semi-circular
measuring cylinder, 100 cm3, 250 cm3
springs
stopwatch
ray box
7.3 Paper 6: Alternative to Practical

This paper is designed to test candidates familiarity with laboratory practical procedures.
Questions may be set requesting candidates to:
describe in simple terms how they would carry out practical procedures
explain and/or comment critically on described procedures or points of practical detail
follow instructions for drawing diagrams
draw, complete and/or label diagrams of apparatus
take readings from their own diagrams, drawn as instructed, and/or from printed diagrams including:
reading a scale with appropriate precision / accuracy with consistent use of significant figures and
with appropriate units,
interpolating between scale divisions,
taking repeat measurements to obtain an average value
process data as required, complete tables of data
present data graphically, using suitable axes and scales (appropriately labelled) and plotting the points
accurately
take readings from a graph by interpolation and extrapolation
determine a gradient, intercept or intersection on a graph
draw and report a conclusion or result clearly
identify and/or select, with reasons, items of apparatus to be used for carrying out practical procedures
explain, suggest and/or comment critically on precautions taken and/or possible improvements to
techniques and procedures
describe, from memory, tests for gases and ions, and/or draw conclusions from such tests
(Notes for Use in Qualitative Analysis, will not be provided in the question paper.)
71
Appendix
8.
Appendix
8.1 Symbols, units and definitions of physical quantities

Candidates should be able to state the symbols for the following physical quantities and, where indicated,
state the units in which they are measured. Candidates should be able to define those items indicated by an
asterisk (*). The list for the extended curriculum includes both the core and the supplement.
Core
Quantity
Symbol
Unit
length
l, h ...
km, m, cm, mm
area
m2, cm2
volume
m3, dm3, cm3
weight
N*
mass
m, M
kg, g
mg
time
h, min, s
Quantity
Unit
ms
d,
kg / m , g / cm
speed*
u, v
km / h, m / s, cm / s
acceleration
acceleration of free fall
force
F, P ...
Symbol
density*
velocity*
km / h, m / s, cm / s
acceleration*
m / s2
force*
N*
moment of a force*
Nm
work done by a force*
J*
work done*
W, E
energy
power
pressure
Pa
temperature
, T
specific heat capacity
J / (kg C)
frequency*
Hz
wavelength*
m, cm
focal length
cm, mm
angle of incidence
degree ()
angle of reflection,
refraction
degree ()
critical angle
degree ()
potential difference /
voltage
V, mV
potential difference*
current
A*, mA
current*
charge
72
Supplement
J*, kW h*
power*
W*
specific heat capacity*

Hz*
V*
C, A s
e.m.f.
resistance
e.m.f.*
Appendix
8.2 Electrical symbols

Candidates are expected to be able to recall and use the standard electrical symbols listed below.
Core
cell
switch
battery of cells
or
earth or ground
power supply
ammeter
a.c. power supply
voltmeter
junction of conductors
fuse
lamp
variable resistor
fixed resistor
thermistor
Supplement
relay coil
electric bell
transformer
buzzer
73
Appendix
8.3 Notes for use in qualitative analysis

Tests for anions
anion
test
test result
carbonate (CO32)
add dilute acid
effervescence, carbon dioxide

produced
chloride (Cl )
[in solution]
acidify with dilute nitric acid, then add

aqueous silver nitrate
white ppt.
nitrate (NO3)
[in solution]
add aqueous sodium hydroxide, then

aluminium foil; warm carefully
ammonia produced
sulfate (SO42)
[in solution]
acidify with dilute nitric acid, then add

aqueous barium nitrate
white ppt.
Tests for aqueous cations

cation
effect of aqueous sodium hydroxide
effect of aqueous ammonia
ammonium (NH4+)
ammonia produced on warming
copper(II) (Cu2+)
light blue ppt., insoluble in excess
light blue ppt., soluble in excess,

giving a dark blue solution
iron(II) (Fe2+)
green ppt., insoluble in excess
green ppt., insoluble in excess
iron(III) (Fe3+)
red-brown ppt., insoluble in excess
red-brown ppt., insoluble in excess
zinc (Zn2+)
white ppt., soluble in excess, giving a

colourless solution
white ppt., soluble in excess,

giving a colourless solution
Tests for gases
74
gas
test and test result
ammonia (NH3)
turns damp red litmus paper blue
carbon dioxide (CO2)
turns limewater milky
chlorine (Cl 2)
bleaches damp litmus paper
hydrogen (H2)
pops with a lighted splint
oxygen (O2)
relights a glowing splint
8.4 The Periodic Table of Elements

Group
II
III
IV
VI
VII
He
hydrogen
helium
atomic number
4
10
Li
Be
atomic symbol
Ne
lithium
beryllium
name
boron
carbon
nitrogen
oxygen
fluorine
neon
7
11
9
12
relative atomic mass
11
13
12
14
14
15
16
16
19
17
20
18
Na
Mg
Al
Si
Cl
Ar
sodium
magnesium
aluminium
silicon
phosphorus
sulfur
chlorine
argon
23
19
24
20
27
31
28
32
31
33
32
34
35.5
35
40
36
21
22
23
24
25
26
27
28
29
30
Ca
Sc
Ti
Cr
Mn
Fe
Co
Ni
Cu
Zn
Ga
Ge
As
Se
Br
Kr
potassium
calcium
scandium
titanium
vanadium
chromium
manganese
iron
cobalt
nickel
copper
zinc
gallium
germanium
arsenic
selenium
bromine
krypton
39
37
40
38
45
39
48
40
51
41
52
42
55
43
56
44
59
45
59
46
64
47
65
48
70
49
73
50
75
51
79
52
80
53
84
54
Mo
Tc
Ru
Rh
Pd
Ag
Cd
In
Sn
Sb
Te
Xe
ruthenium
rhodium
palladium
silver
cadmium
indium
tin
antimony
tellurium
iodine
xenon
101
103
106
108
112
122
128
77
78
79
80
82
83
84
127
85
131
76
115
81
117
75
Re
Os
Ir
Pt
Au
Hg
Tl
Pb
Bi
Po
At
Rn
tungsten
rhenium
osmium
iridium
platinum
gold
mercury
thallium
lead
bismuth
polonium
astatine
radon
181
184
186
190
195
197
201
204
207
209
105
106
107
108
192
109
110
111
112
Mt
Ds
Rg
Cr
Rb
Sr
Zr
Nb
rubidium
strontium
yttrium
zirconium
niobium
85
88
89
91
93
96
55
56
5771
72
73
74
Cs
Ba
lanthanoids
Hf
Ta
caesium
barium
hafnium
tantalum
133
137
178
87
88
89103
104
Fr
Ra
actinoids
Rf
Db
Sg
Bh
Hs
francium
radium
rutherfordium
dubnium
seaborgium
bohrium
hassium
lanthanoids
actinoids
molybdenum technetium
114
meitnerium darmstadtium roentgenium copernicium
116
Fl
Lv
flerovium
livermorium
57
58
59
60
61
62
63
64
65
66
67
68
69
70
71
La
Ce
Pr
Nd
Pm
Sm
Eu
Gd
Tb
Dy
Ho
Er
Tm
Yb
Lu
lanthanum
cerium
promethium
samarium
europium
gadolinium
terbium
dysprosium
holmium
erbium
thulium
ytterbium
lutetium
139
89
140
90
93
150
94
152
95
157
96
159
97
163
98
165
99
167
100
169
101
173
102
175
103
praseodymium neodymium
141
91
144
92
Ac
Th
Pa
Np
Pu
Am
Cm
Bk
Cf
Es
Fm
Md
No
Lr
actinium
thorium
protactinium
uranium
neptunium
plutonium
americium
curium
berkelium
californium
einsteinium
fermium
mendelevium
nobelium
lawrencium
232
231
238
The volume of one mole of any gas is 24 dm3 at room temperature and pressure (r.t.p.)
86
75
Appendix
Key
3
VIII
Appendix
8.5 Grade descriptions

The scheme of assessment is intended to encourage positive achievement by all candidates. Mastery of the
core syllabus content is required for further academic study.
A Grade A candidate must show mastery of the core curriculum and the extended syllabus content.
A Grade C candidate must show mastery of the core curriculum plus some ability to answer questions
which are pitched at a higher level.
A Grade F candidate must show competence in the core syllabus content.
A Grade A candidate will be able to:
relate facts to principles and theories and vice versa
state why particular techniques are preferred for a procedure or operation
select and collate information from a number of sources and present it in a clear logical form
solve problems in situations which may involve a wide range of variables
process data from a number of sources to identify any patterns or trends
generate a hypothesis to explain facts, or find facts to support an hypothesis
A Grade C candidate will be able to:
link facts to situations not specified in the syllabus
describe the correct procedure(s) for a multi-stage operation
select a range of information from a given source and present it in a clear logical form
identify patterns or trends in given information
solve problems involving more than one step, but with a limited range of variables
generate a hypothesis to explain a given set of facts or data
A Grade F candidate will be able to:
76
recall facts contained in the syllabus
indicate the correct procedure for a single operation
select and present a single piece of information from a given source
solve a problem involving one step, or more than one step if structured help is given
identify a pattern or trend where only a minor manipulation of data is needed
recognise which of two given hypotheses explains a set of facts or data
Appendix
8.6 Mathematical requirements

Calculators may be used in all parts of the assessment.
Candidates should be able to:
add, subtract, multiply and divide
understand and use averages, decimals, fractions, percentages, ratios and reciprocals
recognise and use standard notation
use direct and inverse proportion
use positive, whole number indices
draw charts and graphs from given data
interpret charts and graphs
select suitable scales and axes for graphs
make approximate evaluations of numerical expressions
recognise and use the relationship between length, surface area and volume and their units on metric
scales
use usual mathematical instruments (ruler, compasses, protractor, set square)
understand the meaning of angle, curve, circle, radius, diameter, square, parallelogram, rectangle and
diagonal
solve equations of the form x = y z for any one term when the other two are known
recognise and use points of the compass (N, S, E, W)
8.7 Glossary of terms used in science papers

It is hoped that the glossary (which is relevant only to Science subjects) will prove helpful to candidates as a
guide (e.g. it is neither exhaustive nor definitive). The glossary has been deliberately kept brief not only with
respect to the number of terms included but also to the descriptions of their meanings. Candidates should
appreciate that the meaning of a term must depend, in part, on its context.
1. Define (the term(s) ... ) is intended literally, only a formal statement or equivalent paraphrase being
required.
2. What do you understand by/What is meant by (the term(s) ... ) normally implies that a definition should
be given, together with some relevant comment on the significance or context of the term(s) concerned,
especially where two or more terms are included in the question. The amount of supplementary
comment intended should be interpreted in the light of the indicated mark value.
3. State implies a concise answer with little or no supporting argument, (e.g. a numerical answer that can
readily be obtained by inspection).
4. List requires a number of points, generally each of one word, with no elaboration. Where a given
number of points is specified this should not be exceeded.
5. Explain may imply reasoning or some reference to theory, depending on the context.
6. Describe requires the candidate to state in words, (using diagrams where appropriate), the main points
of the topic. It is often used with reference either to particular phenomena or to particular experiments.
In the former instance, the term usually implies that the answer should include reference to (visual)
observations associated with the phenomena.
In other contexts, describe should be interpreted more generally, (i.e. the candidate has greater
discretion about the nature and the organisation of the material to be included in the answer). Describe
and explain may be coupled, as may state and explain.
77
Appendix
7. Discuss requires the candidate to give a critical account of the points involved in the topic.
8. Outline implies brevity, (i.e. restricting the answer to giving essentials).
9. Predict implies that the candidate is not expected to produce the required answer by recall but by
making a logical connection between other pieces of information. Such information may be wholly given
in the question or may depend on answers extracted in an earlier part of the question.
Predict also implies a concise answer with no supporting statement required.
10. Deduce is used in a similar way to predict except that some supporting statement is required,
(e.g. reference to a law, principle, or the necessary reasoning is to be included in the answer).
11. Suggest is used in two main contexts, (i.e. either to imply that there is no unique answer, (e.g. in
Chemistry, two or more substances may satisfy the given conditions describing an unknown), or to
imply that candidates are expected to apply their general knowledge to a novel situation, one that may
be formally not in the syllabus).
12. Find is a general term that may variously be interpreted as calculate, measure, determine, etc.
13. Calculate is used when a numerical answer is required. In general, working should be shown, especially
where two or more steps are involved.
14. Measure implies that the quantity concerned can be directly obtained from a suitable measuring
instrument, (e.g. length, using a rule, or mass, using a balance).
15. Determine often implies that the quantity concerned cannot be measured directly but is obtained by
calculation, substituting measured or known values of other quantities into a standard formula,
(e.g. resistance, the formula of an ionic compound).
16. Estimate implies a reasoned order of magnitude statement or calculation of the quantity concerned,
making such simplifying assumptions as may be necessary about points of principle and about the
values of quantities not otherwise included in the question.
17. Sketch, when applied to graph work, implies that the shape and/or position of the curve need only be
qualitatively correct, but candidates should be aware that, depending on the context, some quantitative
aspects may be looked for, (e.g. passing through the origin, having an intercept).
In diagrams, sketch implies that simple, freehand drawing is acceptable; nevertheless, care should be
taken over proportions and the clear exposition of important details.
78
Other information
9.
Other information
Equality and inclusion

Cambridge International Examinations has taken great care in the preparation of this syllabus and
assessment materials to avoid bias of any kind. To comply with the UK Equality Act (2010), Cambridge has
designed this qualification with the aim of avoiding direct and indirect discrimination.
The standard assessment arrangements may present unnecessary barriers for candidates with disabilities
or learning difficulties. Arrangements can be put in place for these candidates to enable them to access the
assessments and receive recognition of their attainment. Access arrangements will not be agreed if they
give candidates an unfair advantage over others or if they compromise the standards being assessed.
Candidates who are unable to access the assessment of any component may be eligible to receive an
award based on the parts of the assessment they have taken.
Information on access arrangements is found in the Cambridge Handbook which can be downloaded from
the website www.cie.org.uk/examsofficer
Language
This syllabus and the associated assessment materials are available in English only.
Grading and reporting

Cambridge IGCSE results are shown by one of the grades A*, A, B, C, D, E, F or G indicating the standard
achieved, A* being the highest and G the lowest. Ungraded indicates that the candidates performance fell
short of the standard required for grade G. Ungraded will be reported on the statement of results but not
on the certificate. The letters Q (result pending), X (no results) and Y (to be issued) may also appear on the
statement of results but not on the certificate.
As Co-ordinated Sciences is a Double Award, results are shown as a repeated letter, e.g. A*A*, CC, EE.
Entry codes
To maintain the security of our examinations, we produce question papers for different areas of the world,
known as administrative zones. Where the component entry code has two digits, the first digit is the
component number given in the syllabus. The second digit is the location code, specific to an administrative
zone. Information about entry codes can be found in the Cambridge Guide to Making Entries.
79
Cambridge International Examinations

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Cambridge International Examinations 2014
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SYLLABUS

Changes to syllabus for 2016

Why choose Cambridge?

3. Syllabus content at a glance ........................................................................................... 6

6. Syllabus content ........................................................................................................... 18

7. Practical assessment .................................................................................................... 62

Symbols, units and definitions of physical quantities

9. Other information ......................................................................................................... 79

1.1 Why choose Cambridge?

responsible for themselves, responsive to and respectful of others

reflective as learners, developing their ability to learn

innovative and equipped for new and future challenges

engaged intellectually and socially, ready to make a difference

Support for teachers

Support for exams officers

Not-for-profit, part of the University of Cambridge

1.2 Why choose Cambridge IGCSE?

Guided learning hours

1.3 Why choose Cambridge IGCSE Co-ordinated Sciences

1.4 Cambridge ICE (International Certificate of Education)

1.5 How can I find out more?

If you are not yet a Cambridge school

2.1 Support materials

2.2 Resource lists

Syllabus content at a glance

Syllabus content at a glance

Characteristics of living organisms

Nervous control in humans

Aerobic and anaerobic respiration

Co-ordination and response

Asexual and sexual reproduction

Chromosomes and genes

B10. Energy flow in ecosystems

The particulate nature of matter

Methods of separation and purification

Syllabus content at a glance

Atoms, elements and compounds

Physical and chemical changes

The mole concept

Electricity and chemistry

Energy changes in chemical reactions

Acids, bases and salts

The characteristic properties of acids and bases

The Periodic Table

C11. Air and water

Syllabus content at a glance

Matter and forces

Energy, work and power

General wave properties

Thermal expansion of solids, liquids and gases

Transfer of thermal energy

Matter and thermal properties

Simple kinetic molecular model of matter

Mass and weight

Syllabus content at a glance

P13. Electric circuits

Candidates are awarded grades A*A* to GG.

(30% of total marks)

(50% of total marks)

Core curriculum Grades C to G available

Extended curriculum Grades A* to G available

Core theory paper consisting of short-answer

Extended theory paper consisting of

Candidates are awarded grades AA to GG.